Concurrent classrooms, also called hybrid classrooms, have become a well-liked teaching strategy. Research suggests that face-to-face and online set-ups are best integrated, combining their strengths to create a unique learning experience consistent with the context and intended educational purposes. However, more extensive research still needs to be conducted on the success and effectiveness of this teaching method. Thus, the present study aims to address the gap in concurrent teaching and learning by assessing, evaluating, and reporting the properties of the researcher-made questionnaire and considering its potential as a valid and reliable construct for concurrent teaching and learning. The researchers made use of the Exploratory Factor Analysis (EFA). The participants in this study were 119 grade 12 STEM students from a private school in Metro Manila. Findings revealed that of the 20 items in the questionnaire, 13 had good construct validity and internal reliability. Two factors were generated in this study: factor 1 was interpreted as self-regulated learning, and factor 2 was described as the quality and effectiveness of the concurrent classroom. This questionnaire can address the challenges COVID-19 has brought to the school by providing an alternate instructional mode for students. However, further questionnaire modification is needed, especially in factor 1.