Asian Journal of Education and Social Studies

This study assessed the blended learning course experience of 215 Bachelor of Science in Information Technology (BSIT) students at St. Mary’s College of Bansalan, Inc. and examined whether evaluations differed by year level as a basis for an institutional action plan. A quantitative descriptive-comparative design with complete enumeration was employed. Data were collected using a standardised survey questionnaire and analysed using frequency, percentage, weighted mean, and one-way analysis of variance. Respondents represented all four year levels: 67 first-year students (31.2%), 71 second-year students (33.0%), 31 third-year students (14.4%), and 46 fourth-year students (21.4%). The overall blended learning course experience was rated High (M = 3.85, SD = 0.57). Instructional Design obtained the highest mean (M = 3.92, SD = 0.61), followed by Curriculum (M = 3.90, SD = 0.86) and Content (M = 3.75, SD = 0.66), with all indicators rated High. One-way ANOVA showed no significant difference in course experience across year levels (F = 2.354, p = 0.073). The findings indicate broadly consistent student perceptions across year levels while identifying Content as the comparatively lowest-rated indicator. The proposed action plan therefore emphasises clear instructional structures and assessment criteria, practice-oriented curricular activities, accessible learning materials, face-to-face technical laboratory sessions, and continuous faculty development.