Bridging Traditional and Digital Pedagogies: Utilization, Effectiveness, and Implementation Barriers of Blended Learning in a Philippine Community College

This study examined how blended learning models bridge traditional and digital education in a Philippine community college by assessing tool utilization, instructional gaps, perceived effectiveness, implementation challenges, and preferred models. A quantitative descriptive-survey design was employed with 198 purposively selected respondents, comprising 117 college students from the Bachelor of Elementary Education and Bachelor of Science in Information Technology programs and 81 teachers at Binalatongan Community College during Academic Year 2024–2025. Data were gathered through an adopted questionnaire and analyzed using the average weighted mean, percentage distribution, and the z-test. Findings showed that commonly used tools included video conferencing platforms, group chats, Blackboard, Google Classroom, video lectures, and online quizzes, whereas virtual/augmented reality, Schoology, e-books, and gamification platforms were less utilized. Respondents identified very big gaps in personal interaction, teaching style, assessment methods, access to technology, technical issues, motivation, and teacher training. Blended learning was perceived as effective in promoting engagement, academic motivation, performance, flexibility, self-directed learning, and overall learning experience. No significant difference was found between teacher and student perceptions. Major challenges involved connectivity, infrastructure, support, assessment, access, digital literacy, and time management. A balanced 50% online and 50% face-to-face model is recommended for the inclusive, resilient, and pedagogically coherent implementation of blended instruction.