Impact of the online class setup on the academic self-efficacy of UPRHS Senior High School Students

Date

6-2023

Academic Strand

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

Adviser

Precious Jewel D. Dela Cruz

Principal

Mabel S. Buela

Abstract

Self-efficacy is a crucial part of a student's academic performance. Several studies such as Moneva and Tribunalo’s (2020), and Sahibzada and Akbari’s (2020) show that self-efficacy affects academic performance. A study by Abun, Julian, and De La Gente in 2022 mentioned that “the higher the online learning self-efficacy is, the higher the academic motivation becomes”. This study aimed to find the impact of the fully online class setup on the self-efficacy of students. Forty-four (44) Senior High School UPRHS students, 16 grade 11, and 28 grade 12 students, were asked to answer a questionnaire developed and studied by Dullas in 2018. The data was then analyzed using a parametric two-tailed Wilcoxon test. Results showed that more than half (24) of the senior high school students prefer face-to-face (F2F) over online learning (OLC). According to the respondents, the top three factors that affected their self-efficacy during the online learning setup were: overloaded lesson activities, followed by mental health problems and conflict with home responsibilities. However, the results from the analysis showed that the difference of self-efficacy in academics between OLC and F2F is not significant. Senior high school student respondents preferred F2F, but there is little to no difference in self-efficacy in academics between OLC and F2F. This could mean that the preference of F2F is hinged on other factors, not self-efficacy.

Language

English

LC Subject

Capstone

Location

University of the Philippines Rural High School

Document Type

Capstone

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