Authors:
Charlene Joy Rectra Amar , Runato Armenia Basañes

Addresses:
Department of College of Teacher Education, University of Antique, Tibiao, Philippines. Department of Student Affairs and Services Division, University of Antique, Sibalom, Philippines. charlenejoyamar@gmail.com, runato.basanes@antiquespride.edu.ph

Abstract:

For quality instructions to be successful in the blended learning modality, it is essentially important to ensure the faculty member’s instructional integrity in terms of credibility, clarity, and rapport. Thus, this mixed-method research, particularly explanatory sequential design, aimed to assess the instructional integrity of faculty members for blended learning in one of the State Universities in the Western Visayas Region in the Philippines. 378 participants evaluated their 209 course instructors/ professors using a validated and reliable researcher-made questionnaire-checklist titled Instructional Integrity Questionnaire. Descriptive statistics employed were frequency, percentage, mean, and standard deviation. At the same time, t-tests for Independent Samples, One-way Analysis of Variance, and Least Significant Difference (LSD) were used as inferential statistics set at a .05 alpha level in a two-tailed test. The findings of the study revealed that the level of instructional integrity in terms of credibility, clarity, and rapport was very high. There was a significant difference in the level of instructional integrity in terms of credibility, clarity, and rapport when categorized as college. Moreover, the majority of the participants in the focus group discussion emphasized that their instructors/professors were highly credible, highly understandable and highly enjoyable, as evident in their coded responses and the themes provided.

Keywords: Behavioural Change; Blended Learning; Clarity and Credibility; Instructional Integrity; Mixed-Method Research; Rapport and Academics; Thematic Analysis; Learning Approach.

Received on: 28/08/2023, Revised on: 02/11/2023, Accepted on: 29/12/2023, Published on: 07/03/2024

DOI: 10.69888/FTSTL.2024.000203

FMDB Transactions on Sustainable Techno Learning, 2024 Vol. 2 No. 1, Pages: 11-31

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