Teachers' and Students' Readiness for Blended Learning Implementation During the COVID-19 Pandemic: Evidence on Disposition, Online Integration, Data Practices, Prioritizing Instruction and Online Interactions

Abstract

The COVID-19 pandemic significantly transformed educational delivery worldwide, compelling
educational institutions to adopt blended learning as an alternative modality to ensure the
continuity of instruction. The effectiveness of this learning approach largely depends on the
readiness of both teachers and students to adapt to technology-enhanced teaching and learning
environments. This study assessed the extent of readiness of teachers and students in the
implementation of blended learning during the COVID-19 pandemic in terms of disposition,
online integration, data practices, personalizing instruction, and online interactions. A descriptive
quantitative research design was employed involving teachers and students from the selected
educational institution. Data were collected using a validated researcher-adopted survey
questionnaire and analyzed through frequency counts, percentages, weighted mean, independent
samples t-test, and Analysis of Variance (ANOVA) where applicable. The findings revealed that
both teachers and students were generally ready to implement blended learning. Teachers
demonstrated very high readiness in data practices (WM = 2.42), personalizing instruction (WM
= 2.47), and online interactions (WM = 2.67), while they were ready in disposition (WM = 2.18)
and online integration (WM = 2.25). Students were ready in disposition (WM = 2.24), online
integration (WM = 2.22), data practices (WM = 2.26), and personalizing instruction (WM = 2.28),
and very ready in online interactions (WM = 2.37). Overall, teachers exhibited slightly higher
readiness than students across most dimensions, indicating stronger competencies in integrating
digital technologies, utilizing assessment data, and facilitating blended instruction. The study
concludes that both teachers and students possess adequate preparedness to support the effective
implementation of blended learning; however, continuous professional development,
enhancement of digital competencies, improved technological infrastructure, and strengthened
institutional support remain essential to sustain quality instruction in flexible learning
environments. The findings provide valuable insights for school administrators, policymakers,
and educators in developing strategic interventions that enhance blended learning implementation
and strengthen educational resilience in future disruptions.