Factors Affecting Student Satisfaction, Perceived Learning and Academic Performance in an Emergency Online Science Course

Abstract

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.

A Study on University Students’ Perception on Overall Satisfaction among Malaysian Open and Distance Learning (ODL) Students

“…The following themes emerged from the thematic analysis: (1) The nature of online education, (2) The problem with connectivity, (3) The Internet package, (4) The difficulties with the equipment, (5) Home production, and (6) The general perspective of online learning as a result of the research, it was discovered that the Colleges of Education in Ghana utilized social media as well as online learning platforms for teaching and learning. The self-efficacy of digital training, the interaction of learner and content, the interarction of the learner and instructor, and the interaction between learner and learner are some of the elements that have been the subject of investigation by a number of scholars (Fearnley et al, 2022). Scholars discovered that during the Covid-19, the teacher used Zoom to conduct meetings with students, remotely distance assist them with their homework, did discussions about the interest, and evaluated the goals of the career, all of which made students to get newly friendship as well as improving the communication skill, and ultimately formed the positive opinion (Berenblum et al, 2022).However, despite the fact that the use of e-learning at universities has been the subject of several research, there is still a lack of clear understanding regarding how students' diverse e-learning experiences may influence their overall satisfaction with their education.…”

Assessing Digital Learning Platforms in Higher Education with Reference to Student Satisfaction- A PLS-SEM Approach

“…Also, it allows students to use the Internet and technology to research, work in groups, and share ideas. (Fearnley et al, 2022) In addition, to use the M-learning system, students and teachers must accept M-learning. However, very few studies have been conducted in Saudi Arabia to determine how satis ed students are with their actually using mobile learning for educational purposes.…”