Impacts of Blended Learning Modality on the Learning Drive of Grade 12- STEM Students of Hilongos National Vocational School

The purpose of this study is to examine the impacts of blended learning modality on the learning drive of Grade 12- Science, Technology, Engineering, and Mathematics (STEM) students of Hilongos National Vocational School (HNVS) during the first half of School Year 2022-2023 when limited face-to-face instruction was provided in the school. This research is important in examining the effects of implementation and entails a solution to the students' psychological needs. This is an ex post facto research study. The random sampling method was used to select respondents from all HNVS Grade 12 STEM students. The methods used to determine the impacts of the modality on the students and its relationship between the variable groups are percentage, cross-tabulation, Pearson's R correlational analysis, and Analysis of Variance. According to the findings, the student's learning motivation and development were negatively affected. Although not all students were affected, the majority of them found the modality difficult to adjust, lowering student satisfaction. As a result, the study recommends that the school implement special programs or activities for the students to gradually restore the students' motivation and provide choices in the modality that the students prefer without forcing them