The COVID-19 pandemic accelerated the integration of alternating blended learning modalities in higher education, drastically transforming the teaching and learning environment. This phenomenological study explored the lived experiences, challenges, and coping strategies of tertiary mathematics faculty and extreme performers (both high- and low-achieving students) at the University of Eastern Philippines during the implementation of alternating blended learning. Guided by social constructivist and personalized learning theories, qualitative data were collected through semi-structured interviews and analyzed using Colaizzi’s method. The study revealed five major themes from the students' experiences: (1) Internet Connectivity and Technological Difficulties, (2) Financial Difficulties and Budget Management, (3) Health, Motivation, and Emotional Struggles, (4) Teaching Strategies and Learning Resources, and (5) Coping Mechanisms and Time Management. High-performing students demonstrated greater resilience and adaptability, whereas low-performing students struggled with technological, financial, and emotional barriers. Similarly, six themes emerged from faculty experiences: (1) Adjustments in Teaching Methods and Work Environment, (2) Delivery and Integrity of Student Assessment, (3) Communication Methods and Delivery Platforms, (4) Connectivity Barriers and Technological Limitations, (5) Faculty Innovations and Adjustments in Instructional Materials, and (6) Faculty Recommendations for Future Improvement. Faculty faced challenges in instructional delivery, student engagement, and digital resource management but showed innovation and flexibility in adapting their strategies. The findings highlight the urgent need for strengthened digital infrastructure, professional development, mental health support, and more inclusive, flexible instructional practices. This study offers valuable insights for policy formulation, curriculum adjustments, and future research on enhancing the effectiveness of alternating blended learning in mathematics education.
Julita Aburan (Sun,) studied this question.