Using Open-Educational Resources (OERs) for Hyflex Learning in Limited Face-to-Face Science Instruction

This study investigated the effectiveness of Open Educational Resources (OERs) in enhancing science learning outcomes and student perceptions within a Hyflex instructional setup, characterized by limited face-to-face interaction. Using a quantitative one-group pretest-posttest quasi-experimental design, the research was conducted at Colegio de San Juan de Letran and involved 724 students from Grades 7 to 12. Participants completed pre- and post-tests in science, along with perception surveys administered before and after the OER intervention. Quantitative analysis revealed statistically significant improvements in post-test scores across all grade levels (p < .001), with effect sizes ranging from moderate (d = 0.50) to large (d = 1.39). These gains highlight the positive impact of OERs on student academic performance. In parallel, the Wilcoxon Signed-Rank Test on survey responses showed significant increases in student engagement, enjoyment, and perceived learning quality, with several items reaching very large effect sizes, particularly in Grades 8 and 9. The findings suggest that OERs are not only effective in promoting academic achievement but are also well-received by students in a flexible learning context. This research contributes to the growing literature advocating for OER adoption in secondary science education and underscores its value in supporting accessible, engaging, and high-quality instruction in blended learning environments.