Characteristics of Filipino Online Learners: A Survey of Science Education Students’ Engagement, Self-Regulation, and Self-Efficacy

Abstract

Online education allows learners to develop knowledge and skills flexibly and conveniently—an observation made among students whose characteristics involve student engagement, self-regulation, and self-efficacy. However, studies characterizing Filipino online learners seem to be lacking. This study aimed to characterize science education tertiary students in the Philippines concerning their online student engagement (OSE), self-regulated learning (SRL), and online learning self-efficacy (OLSE). The unprecedented events brought about by the COVID-19 pandemic also urged the implementation of online modalities, yet there is still no available information on students’ online learning profiles. Hence, we conducted survey research using an ex post facto approach to determine the effects of demographic profiles on OSE, SRL, and OLSE. The survey was completed by N = 373 respondents who answered the questionnaire, with informed consent administered via Google Forms. The results revealed that OSE indicators moderately characterized the students, while SRL and OLSE indicators accurately described them, as substantiated by the overall means of M = 3.85 (SD = 0.90), M = 3.86 (SD = 0.92), and M = 3.14 (SD = 0.73), respectively. Also, multivariate tests showed no significant effects among the independent groups (p > 0.05), except for a gender and OLSE interaction (p < 0.05), so only for OLSEE was a significant difference found in terms of gender. In conclusion, Filipino online learners have moderate characteristics across the aspects of student engagement, self-regulation, and self-efficacy.

Instructors’ presence and communication strategies on student engagement in asynchronous online classes

“…Medina et al (2024) andEugenio et al (2024) recommend aligning teaching methods and communication styles with student preferences, particularly in remote learning environments. Customized communication approaches in scientific education must focus on engaging diverse learners and promoting selfregulation (Briones et al, 2023). Building emotional connection through communication is also a crucial aspect of fostering engagement.…”

“…For instance, Gopez and Gopez (2023) examined the relationship between teacher scaffolding and self-regulation and suggested supportive relationships and the development of self-regulatory skills. On the other hand, Briones et al (2023) recommended tailored approaches to address diverse learner needs, focusing on online engagement, self-regulation, and self-efficacy while Garcia and Yousef (2022) concluded the importance of emotional connections and instructor support in boosting engagement. In terms of emotional well-being in influencing student engagement, Sandoval (2023) found that the higher levels of happiness correlate with greater engagement in both synchronous and asynchronous online classes.…”