Exploring High School Students' Experiences on Chemistry Laboratory Classes in Blended Learning Environment

Hazel Joyce Mercado Ramirez

doi:10.30722/IJISME.32.04.001

Authors

Hazel Joyce Mercado Ramirez University of the Philippines Diliman

DOI:

https://doi.org/10.30722/IJISME.32.04.001

Abstract

Chemistry laboratory activities cultivate scientific inquiry that enable students to experience and discover scientific processes and occurrences. Likewise, research examining the synergy of online and face-to-face modalities in the context of post-pandemic education is still in its formative years. Drawing from this premise, this study aimed to analyse the insights and experiences of senior high school students in chemistry laboratory classes in a blended learning environment. This research utilized a case study approach that involved fifteen (15) Grade 12 STEM students. Data sources included responses to survey questionnaire and semi-structured interviews which elicited students’ insights and experiences on chemistry classes in blended learning setting. Thematic analysis revealed several themes such as social interaction, affective domain, lesson understanding, and course design and resources that encapsulated the benefits, challenges, and suggestions for improvement of a blended learning environment. Particularly, designing chemistry laboratory classes in a blended learning set-up should capitalize on the learners’ context, hence, a framework illustrating the considerations in redesigning chemistry classes is also crafted based on student’s experiences and recommendations. These findings shed light on the redesigning of both the online and face-to-face components of blended learning into a seamless learning environment that optimizes science learning amid the transition in the educational landscape.

Author Biography

Hazel Joyce Mercado Ramirez, University of the Philippines Diliman

Hazel Joyce M. Ramirez is an Assistant Professor at the UP College of Education. Prior to her stint at UP Diliman, she was affiliated with UP Rural High School, the teaching laboratory school of UP Los Baños. She also served as affiliate faculty at the Institute of Chemistry, UP Los Baños, designated as a research co-adviser for BS Chemistry and BS Agricultural Chemistry students pursuing chemistry education research for their thesis. This year marks her 11th year of teaching service at the University of the Philippines.

She finished her BS Mathematics and Science Teaching major in Chemistry at UP Los Baños (cum laude). She completed her Master of Arts in Education major in General Science at the University of the Philippines Diliman with Academic Excellence and Outstanding Thesis Awards. Currently, she is pursuing her Ph.D. in Chemistry Education at the same university. Additionally, she is admitted to the Certificate Program on Green Chemistry for Climate and Sustainability offered by Yale School of the Environment.

She is also part of various extension projects where she is part of core team of the UP-CHIP Ambag Project, DOST-SEI Chemistry and Earth Science Module Project, International Labour Organization’s STEM in TVET Program, Green Skills Project of the Save the Children-Philippines, and other projects funded by UNICEF and Dow Chemical Philippines. She is an active member of the Philippine Association of Chemistry Teachers. Moreover, she has been recognized for her research initiatives, as she received five International Publication Awards for her research articles in ISI-indexed and Scopus-indexed journals. Furthermore, she received the One UP Faculty Grant Award for Outstanding Teaching and Public Service given by the University of the Philippines System.