Students’ academic self-efficacy, engagement, satisfaction, and perceived academic performance in online learning

• Main Authors: Valladolid, Violeta C., Valladolid, Rene S.
• Format: text
• Published: Animo Repository 2022
• Subjects: Self-efficacy; Academic achievement; Open learning; Learning; Learning, Psychology of; Educational Psychology
• Online Access: https://animorepository.dlsu.edu.ph/faculty_research/12666
• Institution: De La Salle University

The COVID pandemic has compelled schools all over the world to go into online learning. The shift has affected students’ well-being, learning processes and outcomes which necessitate implementation of academic programs and strategies that can help students succeed in the new learning modality. This study aimed to determine gender and year level differences in students’ academic efficacy, engagement, satisfaction, and perceived academic performance in online learning as well as the relationships among these variables. It included 292 college students enrolled in full online classes for at least two terms who responded to standardized scales through an online platform. Data were analyzed using descriptive statistics, t-test, ANOVA, and Pearson correlation. Results indicated gender differences, with male students reporting greater self- efficacy, engagement, and course satisfaction while female students posting higher level of perceived academic performance in online learning. No significant differences were observed based on year level. Significant relationships were found between students’ self-efficacy, engagement and satisfaction, and their perceived academic performance. It is recommended that various kinds of tasks be implemented to help students improve their confidence in their capabilities, encourage them to be more engaged and participative, hold more positive attitudes, and improve their learning outcomes in online classes.