Unequal Signals, Unequal Learning? A Mixed-Methods Study of Blended Learning Effectiveness Across Philippine State University Campuses

Abstract

Blended learning has been formally institutionalized across the University of Eastern Philippines (UEP) System through a Board of Regents-approved Learning and Continuity Plan mandating a weekly Modular Distance Learning schedule for all undergraduate programs. Limited empirical evidence exists, however, on whether this uniform policy produces equitable outcomes across three structurally unequal campuses. The University of Eastern Philippines system has UEP Main, UEP Laoang, and UEP–Pedro Rebadulla Memorial Campus (UEP–PRMC) that may differ substantially in digital infrastructure, internet connectivity, and resource endowment. This study employed an Explanatory Sequential Mixed-Methods Design with emphasis on the Community of Inquiry (CoI) Framework (Garrison et al., 2000) and Constructivist Learning Theory (Vygotsky, 1978). In Phase 1, a validated instrument was administered to N = 200 stratified undergraduates drawn proportionally from the three campuses. Quantitative data were analyzed through descriptive statistics, Pearson r correlations, Welch one-way ANOVA with Tukey post-hoc comparisons, and simple linear regression. In Phase 2, 28 participants completed a structured open-response questionnaire subjected to Reflexive Thematic Analysis (Braun & Clarke, 2006, 2019). The findings indicate that blended learning levels were generally Moderate to High across campuses (mean range: 3.23–4.23). A significant campus-level difference emerged, F(2, 6.42) = 26.70, p < .001, with UEP Main scoring significantly lower than both UEP Laoang and UEP–PRMC. Learning satisfaction significantly predicted academic performance (β = .433, p < .001, R² = .187). The study advances the concept of conditional blended learning effectiveness, with implications for digital equity policy and instructional design.