ABSTRACT
This study investigates PHINMA University of Iloilo’s Parallel Class model in board programs by exploring the multifaceted experiences, challenges, and adaptive strategies of both teachers and students. Using a qualitative phenomenological approach, the research examines key themes: teachers’ experiences of managing multiple classrooms under severe time constraints, which necessitate a shift from traditional instruction to a facilitator role and incur significant physical and mental demands; and students’ transition to a self-directed learning paradigm characterized by limited instructional time, insufficient guidance, and difficulties in mastering foundational concepts. The study shows that teachers optimize learning by balancing face-to-face and online instruction, using assistant facilitators, and merging sections, while students cope through independent study and peer collaboration. These insights form the basis of an Enhancement Implementation Plan to refine the model, improve engagement, and better prepare students for licensure exams.
INTRODUCTION
With the growing demand for affordable and effective learning solutions, PHINMA Education introduced an innovative approach to teaching called Parallel Classes.
Parallel Classes are designed to empower students by making them more responsible for their own learning. Students engage in independent work for around 75 percent of the class time, with teachers transitioning from traditional lecturers to facilitators (Moorhouse & Wong, 2022). This shift in the educational dynamic not only reduces the amount of direct instructional time required from the teacher but also encourages students to develop critical thinking, problem-solving skills, and self-reliance. By managing four classes simultaneously, teachers are tasked with delivering targeted, concise instruction, typically within a 20-minute timeframe, and overseeing students as they work independently on assigned tasks for the remaining portion of the session. Assistant facilitators provide additional support to students across different classrooms, ensuring that students' needs are addressed in real time (Alvarez et al., 2023).
This structure is particularly relevant in the context of board programs where students are expected to master complex subject matter in preparation for professional licensure exams. Board programs play a crucial role in shaping the future workforce, especially in fields such as engineering, nursing, criminology, education, and accountancy, where licensure is mandatory for professional practice (Kumar & Mishra, 2024). However, the pressure to cover a large amount of material in a limited time, combined with the need to ensure that students are adequately prepared for these exams, presents unique challenges for educators. The Parallel Classes model offers an efficient way to handle this burden, though it also comes with its own set of complexities for both teachers and students.
Teachers must navigate the logistical demands of managing multiple classrooms, ensuring that students in each room receive adequate guidance while fostering an environment conducive to independent learning. They must also differentiate their instruction to accommodate students with varying levels of preparedness, learning styles, and abilities. This is particularly challenging in board program, where the stakes are high, and students’ future careers depend on their successful performance in licensure exams (Nguyen, 2021).
While Parallel Classes are designed to improve teaching efficiency and reduce tuition costs, they also present significant challenges for teachers and students. Time management becomes a critical skill, as teachers must balance their presence between multiple classrooms while ensuring that all students are progressing toward their learning goals. Teachers and students must also adapt to the reduced time available for direct instruction, condensing complex topics into short, focused lessons. Additionally, the effectiveness of the assistant facilitators becomes a key factor in supporting student learning, as teachers rely on them to provide supplementary help in each classroom (Martinez & Lee, 2024).
The success of this model also hinges on the students' ability to embrace self-directed learning. In a Parallel Class setup, students must take ownership of their learning process by completing activity sheets, solving problems independently, and collaborating with peers (Johnson et al., 2022). This requires a high level of motivation, discipline, and resourcefulness, particularly for students in board programs who are preparing for professional licensure exams. The ability to work independently, seek clarification when necessary, and actively engage with the course material are essential components of success in this environment.
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