The COVID-19 pandemic has caused massive disruptions in the global academic calendar, including the Philippines. To address this, emergency remote teaching was implemented as a viable alternative to face-to-face instruction without contributing to the spread of the disease. This investigation sought to examine the factors that affect student satisfaction, perceived learning and academic performance in an emergency online science course namely, online learning self-efficacy, learner-content interaction, learner-instructor interaction and learner-learner interaction. Data from 104 college students were collected using an online survey and analyses were done by applying correlation and regression methods. In general, college students had favorable views about their online learning experience. Significant and positive associations were found between the dependent and independent variables with academic performance obtaining the weakest correlation. Online learning self-efficacy had a significant influence on perceived learning and academic performance but not student satisfaction. Learner-content and learner-instructor interactions were revealed to be strong predictors of student satisfaction and perceived learning. Learner-learner interaction did not have a meaningful impact on any of the three outcome variables.

This test development study aims to develop and validate an achievement test in Biology designed for junior high school completers. Test items were pooled from selected lessons in Biology. The researchers prepared a table of specification (TOS) and subjected the102- item multiple choice type of examination to validation by experts. After the initial validation, the test had 88 items that were pilot tested among 172 grade 11 students at a private university. The researcher did item analysis which classified 67 items as "average," 21 as "hard," none as" easy," 10 as "very good", 12 as "good," 19 as “fair” and 47 as "poor." Consistency and reliability were obtained using Kuder-Richardson (KR) 20. A total of 22 items were retained of the 88 based on validation and item analysis. Three items that were initially classified as "fair" and with "marginal" difficulty index were revised to produce a 25-item final version of the Biology Achievement Test.