Academic performance satisfaction of the Senior High School Students during the High School remote learning setup

Date

6-2023

Academic Strand

Science, Technology, Engineering, and Mathematics (STEM) Strand

Adviser

Jerryco M. Jaurigue

Principal

Mabel S. Buela

Abstract

The transition from the face-to-face to remote learning setup brought about various challenges to both the students and instructors which has affected their learning and teaching. Determining the students’ academic performance satisfaction will help in developing a better online learning system and educational environment. The main objective of the study is to analyze the academic performance satisfaction and related of factors of senior high school students. Questionnaires, containing both closed- and open-ended questions, were given out to the senior high school students online and face-to-face. Responses were analyzed using Spearman’s ρ and thematic analysis. This study found that overall the students are satisfied with their academic performance during the remote learning setup and have positive perceptions of these factors that affect it: learner-content interaction, learner-instructor interaction, and learner-learner interaction. From gauging potential challenges, it was identified that students have proper mean to learn remotely and put in their best efforts. However, it was also found that there is a split on whether students have adapted to the remote setup, have a favorable remote setup, or have a satisfying learning experience in the remote setup. Lastly, the majority of students were found to have experienced technical difficulties and have issues with mental health and motivation. The correlational analysis found strong positive relationships between the level of satisfaction and learner-content interaction (ρ=0.6911, p<0.001); and between the level of satisfaction and challenges (ρ=0.6359, p<0.001). Moderately positive relationships were found between learner-content interaction and learner-instructor interaction (ρ=0.5228, p<0.001); and between learner-content interaction and challenges ( ρ=0.5724, p<0.001). The thematic analysis found the following themes around students’ mental and environmental situations: student engagement, student personal factors, student’s environmental factors, student grades, the learning setup, and the student’s accessibility issues.

Language

English

LC Subject

Capstone

Location

University of the Philippines Rural High School

Document Type

Capstone

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