Assessing Hybrid Modality Learning Implementation at Parañaque City College Across All Programs for Academic Year 2024-2025

Abstract

Abstract

The global shift toward hybrid learning models in higher education has accelerated, and schools need to ensure their teaching is fair and high quality. This study assesses the efficacy of the implementation of hybrid modalities at Parañaque City College (PCC) for the Academic Year 2024-2025 across all programs, specifically employing the ACCER Student Learning Framework, which includes Accessibility, Comprehensiveness, Continuity, Experiential Learning, and Reflectivity. Using a mixed-methods approach and a descriptive-One-Way ANOVA research design, the study collected data from 153 participants, comprising 131 students and 22 professors. Participants were divided into groups based on their programs: Bachelor of Science in Entrepreneurship, Bachelor of Science in Tourism Management (BSTM), and Bachelor of Science in Real Estate Management (BSREM). Quantitative analysis employed mean scores and standard deviations to assess effectiveness, whereas qualitative thematic synthesis was utilized to contextualize institutional challenges. The results show that people think the hybrid model works very well, since all parts of the ACCER framework are above the 3.0 mean. The Reflective (M = 3.42) and Continuous (M = 3.41) dimensions were the most successful, creating a strong culture of self-evaluation and ongoing learning. Nonetheless, the study revealed considerable disparities across disciplines: the BSREM program showed high satisfaction, whereas the BSTM curriculum had difficulties in the Comprehensive dimension. Also, even though the overall accessibility ratings were high, qualitative feedback highlighted important structural problems, such as the digital divide, unreliable internet access, and student burnout from too many deadlines. To make the hybrid modality work better, the study suggests standardizing learning materials, improving technical support, and collaborating with professors to enhance instructional design so that students have a fair amount of work to do. Interventions that are specific to the program, especially for the BSTM curriculum, are needed to close the gap between "High Effectiveness" and "Optimal Implementation."