PERCEIVED CHALLENGES AND SATISFACTION OF EDUCATION STUDENTS IN ONLINE DISTANCE LEARNING

Romeo Jr., V. Bordios, Nikko R. Astroquillo, Melody A. Cadangin, Baihanan E. Dubpaleg, Blezy Joy Y. Elardo, Isah Jane O. Gellado

Abstract


The study aimed to determine the perceived challenges and satisfaction levels of Bachelor of Elementary Education in online distance learning. The descriptive-correlational design was used in this study. The investigations were conducted at Notre Dame of Midsayap College on fifty (50) BEED students who are enrolled in online distance learning for School Year 2021-2022 and the majority of them were female students. A researcher-modified survey questionnaire was used in data gathering, Frequency and percentage distribution, mean and standard deviation, t-test and ANOVA, and Pearson-r correlation were used in treating the data. The study revealed that the students have challenges in online distance learning. The study found out that the highest challenges encountered by the students in online distance learning are slow internet connection due to their location and facing many interruptions when learning at home such as household chores and other errands. The students are highly satisfied with how teachers showed interest in helping students to learn and the teacher’s accessibility and availability. Moreover, the respondents are least satisfied with how timely teachers give feedback on their performance. The study also revealed that there was a significant difference in the satisfaction level of the students in terms of their sex.

 

Article visualizations:

Hit counter


Keywords


perceived challenges, satisfaction, education, online distance learning

Full Text:

PDF

References


Abdul Latip, M. S., Newaz, F. T., & Ramasamy, R. (2020). Students’ Perception of Lecturers’ Competency and the Effect on Institution Loyalty: The Mediating Role of Students’ Satisfaction. Asian Journal of University Education, 16(2), 183. https://doi.org/10.24191/ajue.v16i2.9155

Barrot, J. S., Llenares, I. I., & del Rosario, L. S. (2021). Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies, 26(6), 7321–7338. https://doi.org/10.1007/s10639-021-10589-x

Cahapay, M. B. (2020). Reshaping Assessment Practices in a Philippine Teacher Education Institution during the Coronavirus Disease 2019 Crisis. Pedagogical Research, 5(4), em0079. https://doi.org/10.29333/pr/8535

Cheon, S. H., Reeve, J., & Vansteenkiste, M. (2020). When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students. Teaching and Teacher Education, 90, 103004. https://doi.org/10.1016/j.tate.2019.103004

Creswell, J. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Merrill Prentice Hall.

Dayagbil, F. T., Palompon, D. R., Garcia, L. L., & Olvido, M. M. J. (2021). Teaching and Learning Continuity Amid and Beyond the Pandemic. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.678692

el Refae, G. A., Kaba, A., & Eletter, S. (2021). Distance learning during COVID-19 pandemic: satisfaction, opportunities and challenges as perceived by faculty members and students. Interactive Technology and Smart Education, 18(3), 298–318. https://doi.org/10.1108/itse-08-2020-0128

Elshami, W., Taha, M. H., Abuzaid, M., Saravanan, C., al Kawas, S., & Abdalla, M. E. (2021). Satisfaction with online learning in the new normal: perspective of students and faculty at medical and health sciences colleges. Medical Education Online, 26(1). https://doi.org/10.1080/10872981.2021.1920090

Friedman, C. (2020). Students’ major online learning challenges amid the covid-19 pandemic. Journal of Pedagogical Sociology and Psychology,1,45–52.

Gopal, R., Singh, V., & Aggarwal, A. (2021). Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19. Education and Information Technologies, 26(6), 6923–6947. https://doi.org/10.1007/s10639-021-10523-1

Harvey, H. L., Parahoo, S., & Santally, M. (2017). Should Gender Differences be Considered When Assessing Student Satisfaction in the Online Learning Environment for Millennials? Higher Education Quarterly, 71(2), 141–158. https://doi.org/10.1111/hequ.12116

Hettiarachchi, S., Damayanthi, B., Heenkenda, S., Dissanayake, D., Ranagalage, M., & Ananda, L. (2021). Student Satisfaction with Online Learning during the COVID-19 Pandemic: A Study at State Universities in Sri Lanka. Sustainability, 13(21), 11749. https://doi.org/10.3390/su132111749

Justine Estrellado, C. (2021). Transition to Post-Pandemic Education in the Philippines: Unfolding Insights. International Journal of Scientific and Research Publications (IJSRP), 11(12), 507–513. https://doi.org/10.29322/ijsrp.11.12.2021.p12074

Kumar Das, P. (2021). Impact of Pandemic Covid-19 on Higher Education-Indian Context. Trends Journal of Sciences Research, 01(01), 13–21. https://doi.org/10.31586/ujbm.2021.010102

Mahyoob, M. (2020). Challenges of e-Learning during the COVID-19 Pandemic Experienced by EFL Learners. Arab World English Journal, 11(4), 351–362. https://doi.org/10.24093/awej/vol11no4.23

Martin, F., & Bolliger, D. U. (2018). Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment. Online Learning, 22(1). https://doi.org/10.24059/olj.v22i1.1092

Means, B., and Neisler, J., with Langer Research Associates (2020). Suddenly Online: A National Survey of Undergraduates During the COVID-19 Pandemic. San Mateo, CA: Digital Promise.

Ouma, C. (2021). Online learning perception among college students during COVID-19 pandemic around the world: Review. African Educational Research Journal, 9(3), 790–799. https://doi.org/10.30918/aerj.93.21.120

Pastor, C. K. (2020). Sentiment Analysis of Filipinos and Effects of Extreme Community Quarantine Due to Coronavirus (COVID-19) Pandemic. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3574385

Subedi S., Nayaju S., Subedi S. et al. (2020). Impact of E-learning during COVID-19 pandemic among nursing students and teachers of Nepal. International Journal of Science & Healthcare Research; 5(3): 68-76.

Rowley, W. J. (2020). Higher Education in the Midst of a Pandemic: A Dean’s Perspective. International Dialogues on Education Journal, 7(1/2). https://doi.org/10.53308/ide.v7i1/2.31

Tran, Q. H., & Nguyen, T. M. (2021). Determinants in Student Satisfaction with Online Learning: A Survey Study of Second-Year Students at Private Universities in HCMC. International Journal of TESOL & Education, 2(1), 63–80. https://doi.org/10.54855/ijte22215

WorldWideMedia Consulting. (2020, March 18). #CoronaVirus: Don’t Let Our Children Down! Global Campaign for Education. https://campaignforeducation.org/en/press-centre/coronavirus-dont-let-our-children-down

Yekefallah, L., Namdar, P., Panahi, R., & Dehghankar, L. (2021). Factors related to students’ satisfaction with holding e-learning during the Covid-19 pandemic based on the dimensions of e-learning. Heliyon, 7(7), e07628. https://doi.org/10.1016/j.heliyon.2021.e07628




DOI: http://dx.doi.org/10.46827/ejes.v9i8.4400

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Romeo Jr., V. Bordios, Nikko R. Astroquillo, Melody A. Cadangin, Baihanan E. Dubpaleg, Blezy Joy Y. Elardo, Isah Jane O. Gellado

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).