Flexibility learning practices and challenges among higher education institutions in the National Capital Region: basis for a propsed risk mitigating framework /Francis A. Alfaro

College of Industrial Education Doctor of Education in Industrial Education Management Technological University of the Philippines 2022

The main purpose of this study was to determine the flexible learning practices and challenges of school administrators, faculty and students in selected public and private higher education institutions in the National Capital Region. This was accomplished through the use of mixed method research design. The samples of the study were selected through stratified purposive sampling technique. Descriptive statistics (frequency count, percentage, mean, standard deviation) as well as inferential statistics (/-test for independent samples, stepwise multiple regression analysis) were employed to treat the data gathered. Qualitative data were gathered using Delphi method and analyzed using a thematic approach to best provide a clear description of the challenges encountered by the respondents. Data analysis results revealed that the study samples practice flexibility in the aspects of time, content, access/entry requirements, instructional approach, delivery, and assessment. There was no statistically significant difference between the flexible learning practices of public and private HEIs, however there was a statistically significant difference between the flexible learning challenges encountered by public and private HEIs indicating that public HEIs encountered more challenges in the implementation of flexible learning. Employing multiple regression analysis, it was found that for HEI administrators the significant predictors of flexible learning practices were annual family income, position/academic rank, administrative experience, age and highest educational attainment; for faculty, the significant predictors were position/academic rank, civil status, annual family income, age, teaching experience and for students, the only significant predictor was socio-economic status. For flexible learning challenges, the significant predictors were socio-economic status for HEI administrators; socio-economic status, position/academic rank for faculty; socio-economic status, and annual family income for students. The study concluded that demographic variables, singly or in combination, significantly predict the flexible learning practices and challenges of HEI administrators, faculty and students, and that public HEIs tend to encounter more challenges in the implementation of flexible learning. Analysis of the qualitative data further confirmed the results of the quantitative analysis that six dimensions emerged as the flexible learning challenges encountered by the HEI administrators and faculty but with an additional indicator (digital/formative assessment)-Author's Abstract.