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

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.