This study aims to study the lived experiences of CSU students in the conduct of asynchronous and synchronous teaching modalities in Social Science courses. The respondents of this study are students enrolled in the subjects, including Ethics, Life, and Works of Rizal, and Readings in Philippine History, in the 2nd semester, AY 2021-2022, in Caraga State University-Ampayon, Butuan City, who have synchronous and asynchronous classes. Based on the findings, six themes emerged namely: challenges, adjustments, interventions, academic supports, good experiences, and other supports. The lived experiences and challenges of CSU students in the conduct of synchronous and asynchronous Social Science have six components: technical preparation, the readiness of instructional materials, teaching delivery from the point of view of students, parent support, social aspect, and mental health, and faculty preparation. The academic support availed among students have six components: institutional support, logistic support, technical support, faculty support, and monitoring and evaluation. Hence, academic supports are support given to the students based on their experiences and challenges shared.The students' lived experiences in synchronous classes are centered on social interactions among themselves. However, their challenges are centered on the medium of instruction and academic sources. In contrast, asynchronous courses have a minor theme in which students have different experiences. Thus, lived experiences of student help are more apparent in asynchronous where the class is not in session and the students are free to discuss themselves. Moreover, this encourages collaborative activities in the classroom setup and provides socialization among the students. Feedback from the faculty is pressed on students' performance and revisiting the objective in the syllabi is highly recommended.
