Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.6791820, ISSN 2822-4353 Research Article Bahinting et al. 2/13 Stronger than the Internet Connectivity: A Phenomenology Mary Ann P. Bahinting*, Melca P. Ardiente, Jenevic E. Endona, Mary Abiguel A. Herapat, Darell C. Lambo, Hanalyn Joy A. Librea, Marianne Claire Y. Librando, Jean Bernadette B. Libron, Mary Jolina Petaluna, Gracelyn C. Ygot, Jingoy D. Taneo,Cyril A. Cabello, Antonieta V. Minyamin For affiliations and correspondence, see the last page. Abstract Internet connectivity becomes the life of every student in the Higher Education Institutions (HEI) when the educational sector was affected by the pandemic. Every college student desires to have stable internet connectivity in order to sustain education despite the different challenges. This study aims to explicate the student's experiences in a blended learning modality having poor internet connectivity. This paper is grounded on Theory of Attribution, which highlighted the factors affecting students' education in online learning, which was started by Fritz Heider on his works in 1958. The study employed a qualitative approach that utilizes Heideggerian Phenomenology and Interpretative Phenomenological Analysis (IPA) anchored on the Modified Van Kaam Approach popularized by Moustakas. There were 10 participants included in this study who qualified under the inclusion criteria using purposive sampling. The findings of the study enumerated 5 emerging themes: (1) The Resources, (2) The Usage, (3) The Impediment, (4) The Initiative, and (5) The End Results. These themes highlighted Cebu Technological University - Moalboal Campus college students' experiences with poor internet connectivity in the new online learning modality. It is recommended that since the internet serves as a potent instrument for online learning, the university may create a management plan that can augment the unstable internet connection experienced by college students. Keywords: Internet Connectivity, Phenomenology, Blended Learning, Pandemic Introduction The impacts of the Covid pandemic on the educational system, particularly in higher education, are not limited to the country where the virus originated, with over a hundred countries throughout the world experiencing these repercussions (Toquero, 2020). Due to the nature of this health crisis, the higher education institutions in the Philippines are taking a huge leap by switching to blended learning modality to cope with this pandemic (Abel, 2020). Amid lockdowns and quarantines, utilizing online learning is one advantageous and effective option to deliver quality education (Abumalloh et al., 2020). Online learning poses a major challenge to developing countries like the Philippines during a pandemic, despite the boons (Rotas & Cahapay, 2020). Although studies reveal the opposing sides of online learning, there are no adequate works of literature that highlights the specific effect of signal strength or lack of thereof during online learning. This study investigates student challenges regarding the transition from traditional classrooms to digital learning. Numerous concerns have emerged due to the shift from the conventional to online mode of learning, such as the deprivation of face-to-face interaction between students and teachers (Adnan & Anwar, 2020). Those who are already disadvantaged, on the other hand, are experiencing increased digital exclusion as a result of poor internet connectivity. The consequences of the pandemic perilously plummeted like an avalanche, affecting sectors including education, which temporarily shut down due to lockdowns and quarantines. Students from all levels took the hit hard, with some of them completely stopping school altogether. Internet access and technical devices, or lack thereof, were among the top challenges in the new mode of learning. In the Philippine context, various studies have revealed some conflicting feelings regarding the utilization of devices and internet access. Following the logic of exception, one of the responses of global education systems amidst the pandemic has been their subtle switch to ‘emergency e-learning’ protocols, directing the fast transition of offline classes to online learning modalities without proper planning and testing if it would be effective or not (Murphy, 2020). The COVID-19 pandemic has brought significant challenges for the Higher Education Institution (HEI) to maintain quality and performance. The spread of COVID-19 has also changed the pattern of social interaction on a massive scale globally and eventually influenced how the organization operates, (Tahar et al.,2022). Based on research developed by (R Ilmi, et al 2021) regarding e-modules that can be operated on Android-based smartphones, that e- modules are valid, practical, and effective in learning. (Serevina et al.,2022). In online learning, the problem of internet connectivity