Lived Experiences of Teachers Handling Bajao Learners in the Context of Blended Learning: A Phenomenological Approach

Abstract

This study investigates teachers' perspectives on handling Bajao learners in the context of blended learning. Phenomenological qualitative research using interviews with seven (7) faculty members from Sta. Ana District, Davao City Division, was undertaken in order to contribute teachers' voices dealing with indigenous learners while implementing distance education. In-person interviews were conducted, audiotaped, transcribed, and evaluated for recurring themes. Member checks and peer reviews were used to verify the data. Several themes emerged from the teachers’ experiences with Bajao learners. Most participants shared their perspectives on the struggles of Bajao learners. Many expressed that Bajao learners and their families were reluctant to report symptoms for fear of financial and physical health consequences. Access to digital resources was a major issue for staying on track with distance learning. Many were unable to afford or have access to their daily necessities. Family financial strain, agitation, a poor learning environment, and behavioral fatigue posed challenges for teachers. Teachers must adopt certain strategies, such as (a) alternative student assessment delivery, (b) encouraging parental support through communication and a positive approach, and (c) outsourcing and the use of personal funds to meet needs. Participants reflected on teaching ideals and expressed their preference for face-to-face delivery. The review of blended learning delivery and the enhancement of programs aimed at improving Bajao's quality of life were also observed. Therefore, we recommend that public and private institutions collaborate to create culture-based instruction for Bajao learners.