GENERAL EDUCATION CURRICULUM LARGE CLASSES: STUDENTS’ EXPERIENCES, PREPARATION AND ENGAGEMENT

Abstract

Academic institutions must engage in innovation to maintain relevance. This study explored the experiences of Bicol University (BU) students in large, blended learning General Education Courses (GEC), with an emphasis on face-to-face component. A qualitative approach was utilized, employing survey data collected from GEC students. The investigation encompasses all Bicol University Colleges located in the Daraga, East, and Main Campuses.  The study involved 585 students, determined using Cochran’s Sampling Method with a 20% attrition rate. The findings revealed that note-taking and active listening were prevalent practices in face-to-face sessions, reflecting active engagement. The emphasis on notetaking and listening highlights the instructor's role in engaging lectures. The study advocates for institutional investment in faculty development that emphasizes effective communication, active learning, and classroom management. Implementation of strategies to minimize disruptions, including the establishment of clear expectations and the utilization of technology, is essential.  These findings hold significant implications for policymakers, educators, curriculum planners, decision-makers and other stakeholders in state universities and colleges including Bicol University and comparable institutions.