Final Thesis
Final Thesis
Final Thesis
AN UNDERGRADUATE THESIS
In Partial Fulfilment
of the Requirements for the Degree
BACHELOR OF SECONDARY EDUCATION
(English)
ARIEL O. BAWAN
DIONESA M. ESATAM
MARVIN H. DANDAHAN
CHARYL P. VILLACRUSIS
June 2022
CERTIFICATE OF PANEL OF APPROVAL
We would like to extend our sincere thanks to the individuals who helped us in
Jay-boy M. Tizon, the thesis adviser, for his support, valuable suggestions, and
provisions that benefited him much in the completion and success of this study;
Romy E. Liwagon, the statistician, for sharing his knowledge and helping us in the
analysis of data and statistical computations for the fulfillment of this research work;
Dr. Joean Palahang and Prof. Jerson Adlawon, as our consultants, for their
Mrs. Ma. Carissa Molanda, the research 302 instructor, for sharing her knowledge,
BSEd second-year English instructors and students for giving their fullest
And to our beloved parents, Mr. and Mrs. Berto O. Bawan, Mr. and Mrs. Juliano
H. Dandahan, Mr. and Mrs. Dionesio B. Esatam, and Mr. and Mrs. Jay A. Villacrusis for
their continuous support, motivation, and sacrifices for the completion of this research;
Above all, to the Almighty God, for the wisdom, strength, and peace of mind to
This study is wholeheartedly dedicated to the people who gave us the tools and
Dionesa
Marvin
Charyl
Ariel
ABSTRACT
New methods of learning have been stimulated by the COVID-19 pandemic. The
process of educating students is being carried out by educational institutions all around
the world through online learning platforms. With the rapid pandemic outbreak, online
learning is now accessible for students to learn extracurricular activities in addition to
academic subjects. However, because they are so accustomed to the old method of
learning, researchers discovered that students had a very difficult time keeping up with
the demands of school. In order to examine if online learning might improve students'
self-efficacy, the current study uses a google form questionnaire survey to find out how a
group of 31 Students taking up the Bachelor of Secondary Education Major in English
from the second year engaged in the study. The purpose of the study was to learn more
about the student’s self-efficacy in online learning and their performance in English. It
was held at one of the State Colleges in Zamboanga Peninsula during the academic year
2021–2022. The study employed a survey method as part of a quantitative research
strategy. 31 second-year English students participated in it, along with 7 instructors.
Moreover, the level of students’ self-efficacy in online learning shows that BSEd 2 nd-year
English students have positive perspectives toward their self-efficacy in online learning.
On the other hand, the level of students’ academic performance in English shows that the
majority of the 2nd-year BSEd English students has a very good performance during 2nd-
year online classes. In addition, there was no significant relationship between the
students' self-efficacy and their performance in English.
Page
TITLE PAGE i
CERTIFICATE OF APPROVAL ii
ACKNOWLEDGEMENT iii
DEDICATION v
ABSTRACT vi
TABLE OF CONTENT vii
CHAPTERS
1 THE PROBLEM
Introduction 1
Theoretical Framework 3
Conceptual Framework 5
Statement of the Problem 7
Hypothesis 7
Significance of Study 7
Scope and Limitation 8
Definition of Terms 8
3 METHODOLOGY
Research Design 17
Research Environment 17
Sampling Design 18
Research Respondents 18
Research Instrument 19
Data Gathering Procedure 19
Statistical Process 20
REFERENCES 30
APPENDICES 32
A Letter to Dean 32
B Letter to the Respondents 33
C Questionnaires 34
D SPSS Results 35
CURRICULUM VITAE 36
LIST OF TABLES
Table Page
Figure Page
Chapter 1
THE PROBLEM
Introduction
The phrase "new normal," which refers to a rise in the usage of online learning
resources, has become one of the most frequently used phrases since the pandemic. New
methods of learning have been stimulated by the COVID-19 pandemic. The process of
educating students is being carried out by educational institutions all around the world
through online learning platforms. Online learning is at the heart of the new normal in
education, which has undergone significant change. Today, digital learning is a vital tool
for students and academic institutions everywhere. This is a whole new method of
instruction that many educational institutions have had to adapt. However, due to the
rapid pandemic outbreak that caused the traditional style of education to be replaced by
remote learning, several issues have arisen. One of the most significant issues that have
in psychology, refers to a person's confidence in their ability to take the actions required
to achieve particular objectives. Albert Bandura, a psychologist, first put out the idea.
international study from Albert Bandura discusses self-efficacy. In his social cognitive
theory, Bandura first put forth the idea of generic SE. A person's confidence in their
assessment of their own value, despite the fact that the concepts are extremely similar.
2
SE, on the other hand, includes a person's assessment of their own capacity for achieving
a goal or level of self-belief in doing so. For instance, it can be believed that students
with high SE are more motivated to learn, which leads to higher academic
students who have a high level of online learning self-efficacy are more likely to succeed
in online courses. Given the aforementioned definitions and expert viewpoints, it is clear
learning will have an impact on their success given that self-efficacy, which is reported to
have a significant effect, particularly on students' academic success, affects the success of
individuals' online learning. In this situation, research should be done to identify the
to study more despite challenges, students' self-efficacy and academic drive played an
important role in attaining the students' goals. Consequently, it is the notion that one can
successfully carry out and finish a work within one's capabilities (Dullas, 2018). In
academic motivation have attracted great attention (Li & Lalani, 2020).
declining as a result of abrupt changes in how classes are conducted and students'
struggles with how to cope with online learning. Online learning has reportedly had a
3
negative effect on students' performance and satisfaction (Cole et al. 2014). (Xu and
link between academic achievement and students' contentment with their learning (Ko
and Chung 2014). It has been recognized that e-learning satisfaction levels can influence
Due to the impact of the pandemic on the educational system of our country, the
new mode of learning was quickly changed from face-to-face learning to remote learning.
This was the quite reason why this study was conducted to measure the student’s self-
efficacy in online learning and their performance in English since the chosen respondents
are quite accustomed to traditional learning, and also to know the effectiveness of
utilization of online learning. According to Wei & Chou’s 2020 study, online teaching
methods were determined to be more successful than conventional ones. However, the
research, however, contradicts the findings of the current study and demonstrates that
face-to-face traditional learning is still seen as more successful than online learning. This
urged the current researchers to conduct this study to measure the effectiveness of online
Theoretical Framework
This study was supported by the theory of Alfred Bandura which emphasizes
Bandura's social cognitive theory was where the idea of generic SE first surfaced. SE is
particular endeavor (e.g., Bandura, 1977, 1997, 2012). Self-esteem involves a person's
emotional assessment of their own value, despite the fact that the concepts are extremely
4
similar. The ability or self-belief of an individual to achieve a goal is what SE, on the
other hand, consists of. For instance, it can be believed that students with high SE have a
greater drive to learn, which leads to greater academic accomplishment because these
students think they have the capacity to accomplish their objectives. Gender, age, and
domain are known to have an impact on SE. (Huang (2012) performed a meta-analysis
and found that ASE varies by gender, age, as well as subject areas like social sciences
and mathematics.
circumstances, cognitions, and other individual elements (Figure 4-1). I will use
perceived self-efficacy, or perceptions about one's ability to plan and carry out behaviors
perseverance, effort expenditure, and skill acquisition (Schunk, 1989). Students' real
confidence in their ability to successfully influence events or actions in their lives. These
assumptions are predicated on the person believing they have the necessary cognitive
talents, drive, and resources to finish the activity (Wood & Bandura, 1989). Enactive
physiological and psychological states are the four key informational sources that help
Students’ self-efficacy played a vital role in order for the learners to achieve their
objectives amidst the troubles brought by challenges in distance learning. The current
study focused on investigating the Students’ Self-Efficacy in online learning and their
academic performance in English. The theory outlined the current study's goals of
evaluating the student's self-efficacy in online learning and their academic performance
Conceptual Framework
variable, process, and dependent variable which illustrates the interplay of variables in
this study.
As shown in the schematic diagram (Figure 1) both boxes show the independent
and independent variables which are the students’ self-efficacy in online learning and
receiving a test questionnaire survey forms link via Google Forms and Facebook
Messenger.
The conceptual paradigm as shown in the diagram will also show the significance
of the relationship between the students’ self-efficacy and their academic performance in
English.
6
This study determined the students’ self-efficacy in online learning and their
academic performance in English in the tertiary-level learning evaluation for the school
year, 2021-2022. Explicitly, this study will answer the following questions:
Hypothesis
This research will provide new insights into the importance of students’ self-
efficacy in online learning and their academic performance in English. Specifically, this
Institution. This study spreads awareness to the institution about the effectiveness
student’s efficacy in online learning. It will help them identify a better solution to this
problem and will then benefit the institution, teachers, researchers, and students.
Students. It will draw a better perspective for the students about the effectiveness
of online learning and will expand their views about students’ efficacy.
8
Teachers. It helps the teachers to improve their teaching strategies and will
This study focused on the students’ self-efficacy in online learning and their
This study was not provided confusion to the researchers, respondents, and others
who do not belong to the population of the study. The main source of the data was the
Definition of Terms
The following terms below will be used in this study and shall be taken
objectives, and goals specified in the course or program a student is engaged in. These
are expressed as grades, which represent the results of an assessment that includes
Major in English (BSEd - English) program in the Philippines receives the to teach
the use of the Internet. Among other names, it is frequently referred to as "e-learning".
Online education is only one sort of "distance learning," which refers to all learning that
carry out the behaviors required to achieve particular performance goals is referred to as
self-efficacy. Self-efficacy is the belief in one's capacity to exercise control over one's
Chapter 2
This chapter presents the review of related literature that will provide the
readers with rich and deeper information and background about the study. It will
proficiency. One of the themes that has attracted the most attention is how to maximize
academic achievement or learning outcomes. While online learning outcomes has been
( Honicke and Broadbent, 2016) for recent reviews about the relationship between ASE
ability to achieve a goal or self-belief to do so. For example, in academic situation, it can
be assumed that learners with high SE have higher motivation to learn, resulted in higher
11
academic achievement, because those learners believe that they have an ability to achieve
their goal. It is known that SE is influenced by gender, age, and domain. Huang
(2012) conducted a meta-analysis and reported that ASE differs between gender, age, and
(Honicke and Broadbent, 2016) noted that effort regulation, deep processing
strategies, and goal orientation have moderated the relationship between ASE and
academic performance. As noted, goal-related aspects, that is, grade goals and goal
orientation, and effort regulation have been found by two of three meta-analyses to be the
strongest factors that influence academic performance other than ASE. Furthermore,
although only a paucity of longitudinal studies has been conducted on the relationship
between ASE and academic performance, the most recent meta-analysis has revealed that
a higher ASE enhances academic performance longitudinally and vice versa (Talsma et
al., 2018). In contrast, some of the studies have revealed no significant relationship
between ASE and academic performance (e.g., Crippen et al., 2009; Cho and Shen,
differences have been proposed as reasons (Honicke and Broadbent, 2016). Currently, it
has been assumed that ASE is one of the most important factors or predictors for learners
to achieve learning success. This may mean that if a student’s ASE is enhanced, the
Tanchaisak (2015) pointed that the success rate of online learning is quite low.
While online distance learning is popular, its effectiveness was still remained
questionable. Despite the increasing enrolment percentages, the online learners drop out
of the course. It was found that they fail to complete their courses. This is an important
12
problem for distance learning educators. To reduce the dropout rate and ensure the
changing behaviors of online learners as understanding the learners may help the
self-efficacy, prior experience, and satisfaction with online learning with 103 graduate
students enrolled in purely online courses at a university in USA. The researcher used
online survey and found a positive and significant relationship between computer self-
efficacy and prior experience with online learning, and between academic self-efficacy
and prior experience with online learning, and between academic self-efficacy and
student satisfaction. Nonetheless, despite the fact that self-efficacy is closely related to
success in learning in the online environment, this relationship does not hold for every
learner, and there are self-efficacious learners who fail. Hence, understanding self-
problems they face and their reasons for dropping out, is essential. Thus, this study aims
to provide insights into the experiences of highly efficacious learners before they decide
to withdraw. Therefore, this study investigated why and how highly efficacious learners
failed in an online foreign language course. It focuses on six main aspects that reflect
Wiriyakarun, 2013).
13
information is distributed and accessed. Internet technologies, which have become one of
technologies has supported the development of distance learning technologies and led to
the appearance of mass distance learning platforms. Nowadays, many studies are being
conducted to ensure the effectiveness and efficiency of the distance learning method,
which meets an important educational need. Important qualities of distance learning are
presentation of lesson contents that are enriched with multimedia objects in online
environments have the quality of enabling various communication technologies that can
individuals who utilize these environments have access to distance learning lesson
content and possess the skills of time management and use of the relevant technologies,
this will have a positive effect on their academic success (Taipjutorus, Hansen, & Brown,
2017). Beliefs regarding the ability to carry out these skills can only be revealed or
explained with psychological variables. Alivernini and Lucidi (2011) state that self-
efficacy is a good predictor of academic success and that it also assists students in
Zimmerman and Kulikowich (2016) report that students with a high level of online
learning self-efficacy are more likely to be successful in online courses. Considering the
success, affects the success of individuals’ online learning, it is believed that positive
interventions made on students’ perceptions regarding their online learning will have an
effect on their success. In this context, studies should be conducted to determine the
variables that affect students’ online learning self-efficacy. In this way, higher education
seen that this concept is discussed in different ways in the literature. Stating that the
system self-efficacy), Alqurashi (2016) reports that a limited number of studies focus on
general self-efficacies and the learning dimension only in online learning environments.
(learning in the online environment, time management and technology use). The most
important feature that distinguishes the OLSES scale from others is the fact that since,
during the development of the scale, no significant difference was found when it was
implemented with different student groups with and without online learning experience, it
is stated to be suitable for use with both student profiles. Moreover, the fact that the
number of items (22) in the scale is low is also important in terms of practicability.
Therefore, getting valid and reliable results with large scale samples including both
experienced and inexperienced people as well as measuring online self-efficacy with such
a low number of Likert items directed the researchers to realize the adaptation of OLSES.
15
which are developing rapidly under the effect of technological developments, will inquire
about up-to-date information and tools. Therefore, up-to-date scales that are developed
can be expected to provide more accurate results that conform to current conditions.
Examining the studies and scales mentioned above, it can be understood that in
consideration of the features of online learning technologies, number of items and current
distance learning technologies, the most suitable scale created is the OLSES scale
Thailand, there is a national initiative to harness the power of online learning together
provide additional access to education for students within public educational institutions
overcome is that “the Thai learning environment that fosters rote learning contrasts
sharply with the online education approach that relies on the learners’ self-motivation and
focuses on direct instruction and is typically teacher centered, many online learning
learning environments are the ones largely in charge of their learning, it is important that
they are self-motivated and self-regulated, which means they need to be able to actively
16
monitor their learning, search for information they need to fulfil their goals, and take
appropriate steps in dealing with obstacles or problems that arise as part of their learning.
17
Chapter 3
RESEARCH METHODOLOGY
This chapter presents the research design, research environment, sampling design,
Research Design
approach, which includes the survey questionnaire as the instrument for gathering data in
our survey. On the other hand, the descriptive methods intend to present, reveal and
measure the students’ efficacy in online learning and their academic performances in
English. The descriptive method is a process of collecting data in order to test hypotheses
or to answer questions concerning the current status of the subject of the study.
Moreover, to gather data a survey research scale will be utilized. It is a four-point Likert
Scale questionnaire consisting of 21 items about students’ efficacy in online learning and
Research Environment
This research was conducted in one of the Public Colleges in the Province of
Zamboanga del sur as the institution implemented modular and blended learning
2022 and was extended upon consulting with the stakeholders concerned and upon
flexible learning and teaching namely off-line, blended, and online. These mentioned
Sampling Design
This study used total enumeration/population. The data should be gathered from
the whole population of second year students Bachelor of Secondary Education major in
English who will participate in the study to identify their efficacy in online learning and
Research Respondents
The participants of this research are the 2nd year college students of the target
institution currently taking Bachelor of Secondary Education major in English during the
school year 2021-2022. Our respondents have a personal connection to our research
topic. They will undoubtedly provide us with the most accurate information because we
can only get a higher response rate by selecting the BSEd English second year. As we
have experienced, during our sophomore year of college, we had a lot of major subjects
in English and it was very difficult for us to focus on our studies, especially because of
the global crisis, which pandemic, and we the students needed to learn online. Also their
responses will serve as the foundation for future decisions about our study, from the
setting and participants to the analysis and presentation of the dissertation research
findings.
19
Research Instrument
A pilot test was first done by the researchers because it is frequently advised to
solve a number of concerns, such as the validity and reliability of the study's intended
instrument, students in the second year of BSEd English at JHCSC Pagadian served as
their respondents. Fortunately, their questionnaires passed the pilot test, after that they
used it for actual data gathering. The researchers used one instrument and the grades of
their respondents in their major subjects to gather the appropriate data needed. The
from the OLSES scale developed by Zimmerman and Kulikowich (2016) that consists of
21 items and 3 subscales (learning in the online environment, time management and
technology use). It is a questionnaire checklist ranging from 4-point as the highest down
identify their self-efficacy in online learning. A Likert- type scale adopted from the
online learning/distance education questionnaire fall term 2003. The second instrument is
the student’s performance in English in which the researchers used the students’ grades to
identify their effectiveness in online learning, specifically in their major subjects. Using
these instruments, the researchers believe that they will come up with the desired result
The researchers asked permission from the administration through a written letter
for the conduct of the study to smoothly gather the much-needed data and information in
solving the problems posed in this study. A letter of consent for the students-respondents
also attended in the questionnaire for ethical consideration. Upon collecting the needed
20
data, since the study was conducted during the Covid-19 pandemic, the researchers
reached out the target respondents through Facebook Messenger followed by asking their
permission to be one of the participants of the study. The goal of the study is to identify
the efficacy of the students in online learning and their academic performance in English.
The researchers assured that the data and research will be treated confidentially and used
for research purposes only. Then, the researchers gave the test questionnaire survey form
link to the participants, and the researchers got the needed data. After gathering the data,
data.
Statistical Process
The collected data was organized according to the occurrence of the student’s
self- efficacy in online learning and their academic performance in English. To analyze
and interpret the computed data, the researchers used the following descriptive and
Frequency was used to determine the level of students’ self-efficacy and the level
Mean was used in getting the central tendency, used scores of the respondents in
Chapter 4
This chapter includes the presentation, analysis, and interpretation of the data
collected in relation to the student’s efficacy in online learning and their academic
performance in English.
Table 1 presented on the next page, indicates the responses of 2 nd year BSEd
English students on their self-efficacy in online learning with the corresponding weighted
mean descriptive interpretation. It shows the general weighted mean of 3.21 with SD=
0.693 interpreted as “high”. In the 21 items or questions, there are (10) items rated
“high” and (11) items rated “very high”. Appeared highest is the item that states “Use
messenger and Zoom).” (Mean= 3.68, SD= 0.653) followed by “Communicate using
This means that the BSEd 2nd year English students have highly positive
perspectives towards their self-efficacy in online learning. It further implies that the
obstacles when in online learning. They have been able efficiently manage their time and
make use their online resources to complete online tasks, activities, and assignments and
Table 1.
Level of Students’ Self-Efficacy in Online Learning (n=31)
Statements Mean SD QD
1. 1. Navigate online courses materials efficiently. 3.42 0.620 Very
High
2. 2. Communicate effectively with my instructor via e- 3.32 0.599 Very
mail. High
3. 3. Communicate effectively with technical support via e- 3.29 0.588 Very
mail, telephone, or live online chat. High
4. 4. Submit assignments to an online dropbox. 3.29 0.938 Very
High
5. 5. Overcome technical difficulties on my own. 3.26 0.575 Very
High
6. 6. Navigate the online grade book. 3.06 0.629 High
7. 7. Manage time effectively. 3.13 0.562 High
8. 8. Complete all assignments on time. 3.10 0.597 High
9. 9. Learn to use a new type of technology efficiently. 3.23 0.762 High
10. 10. Learn without being in the same room as the 3.03 0.657 High
instructor.
11. 11. Learn without being in the same room as other 3.26 0.773 Very
students. High
12. 12. Search the Internet to find the answer to a course- 3.26 0.631 Very
related question. High
13. 13. Search the online course materials. 3.29 0.643 Very
High
14. 14. Communicate using asynchronous technologies 3.55 0.675 Very
(discussion boards, e-mail, Facebook messenger, google High
classroom etc.)
15. 15. Meet deadlines with very few reminders. 3.10 0.597 High
16. 16. Complete a group project entirely online. 3.23 0.617 High
17. 17. Use asynchronous technology to communicate with 3.68 0.653 Very
others (such as Google meet, Facebook messenger and High
Zoom).
18. 18. Focus on schoolwork when faced with distractions. 2.90 0.700 High
19. 19. Develop and follow a plan for completing all 3.10 0.651 High
required work on time.
20. 20. Use the library’s online resources efficiently. 2.61 0.803 High
21. 21. When a problem arises, promptly ask questions in 3.32 0.653 Very
the appropriate forum (e-mail, discussion board, google High
classroom etc.)
General Weighted Mean 3.21 0.693 High
Note: SD= Standard Deviation; QD= Qualitative Description: 1.00 - 1.74 = Very Low (Never); 1.75 - 2.49 = Low (Sometimes); 2.50
- 3.24 = High (Often); 3.25 - 4.00 = Very High (Always)
23
academic success in both distance and non-distance education. Most research focuses on
self-efficacy situations in online learning under normal conditions. In general, the self-
efficacy aspects observed in online learning (before and after the Covid-19 pandemic) are
the same. According to Alivernini and Lucidi (2011), self-efficacy is a good predictor of
academic success and that it also assists students in adapting well to new learning
one's ability to perform and deal with a situation, in this case, online learning. This self-
or avoiding online learning), motivation (such as effort and persistence in using online
circumstances.
Table 2.
Level of Students’ Academic Performance in English
Table 2 presented in the previous page, indicates the responses of the 2nd-year
performance. Reflecting on the 7 English major courses, there are (1) item rated as
“excellent”, (2) items rated as “good” and (4) items as “very good”. The overall mean is
2.02 interpreted as “Very Good”. Appeared highest is that of "ENG 103” (general
performance= 1.66) rated as excellent. However, the lowest is their general performance
As indicated in the overall results with a general weighted mean of 2.02 which
has descriptive rating of very good, it implies that majority of the 2 nd year English
students have a very good performance in English during online classes. This may imply
that the students have an established and strong self-efficacy despite circumstance in
adapting to the new learning modality which is online learning because in general they
appear to have reflected in the very good and very satisfactory grades in the majority of
the English subjects particularly excellent in “Eng 103”. This is so because each learning
task's completion time was defined and non-negotiable during the online course, thus all
students were obliged to exercise greater self-control of their studies. Students also had to
check their quiz results to make sure they had finished all the assignments. This may be
explained by the structure of the online English course, which calls for students to be
more self-regulated, self-monitored, and time controlled. If not, they would not be able to
According to Wei & Chou's 2020 study, there was a moderate effect size of online
determined to be more successful than conventional ones in the studies that made up the
education in certain research, however, contradicts the findings of the current study and
demonstrates that face-to-face traditional learning is still seen as more successful than
online learning. It is supported also by the study of Zimmerman and Kulikowich (2016)
report that students with a high level of online learning self-efficacy are more likely to be
Table 3.
Test of Relationship between the Students’ Self-Efficacy and their Academic
Performance in English
yielded to an r value of 0.051 with p value of 0.786 which signifies the acceptance of the
Therefore, it can be concluded from the results that there is no significant relationship
between the students’ self-efficacy and their academic performance in English. Aside
from this, the participants have different experiences and grades also which led them to
choose what they knew based on their experiences. It might also imply that there are
other factors that leads to an increase in academic performance rather than academic self-
26
efficacy. For that reason, there is no significant relationship in their self- efficacy in
There are studies who have revealed no significant relationship between academic
self-efficacy and academic performance like that of Crippen et al., 2009; Cho and Shen,
2013; Gębka, 2014. In contrary, numerous earlier research also has revealed a high
(Honicke and Broadbent, 2016). According to the findings, higher academic self-efficacy
scores are more likely to translate into greater levels of academic performance.
differences have been proposed as reasons. Currently, it has been assumed that academic
self-efficacy is one of the most important factors or predictors for learners to achieve
learning success. This may mean that if a student’s academic self-efficacy is enhanced,
Chapter 5
Findings
After the study was conducted, the researchers found out the following:
1. In the responses of 2nd year BSEd English students on their Self-Efficacy in Online
Learning shows the general weighted mean of 3.21 with SD= 0.693 interpreted as
“high”. Appeared highest is the item that states “Use asynchronous technology to
communicate with others (such as Google meet, Facebook messenger and Zoom).”
(Mean= 3.68, SD= 0.653) interpreted as very high. However, appeared lowest is “Use
“High”.
2. In the responses of the 2nd-year English students towards the effectiveness of online
learning on their academic performance reflecting on the 7 English major courses, the
general weighted mean is 3.21 with SD=0.693 interpreted as “Very Good”. Highest is
that of "ENG 103” and the lowest is in “ENG 104 and 209”.
value of 0.786 which signifies the acceptance of the null hypothesis and established
Conclusions
This study's goal was to assess how well second-year students' self-efficacy in
online learning and their academic performance in English were affected by it. After
researchers came to the conclusion that online learning has a great impact on BSEd 2nd-
year English students. On the other hand, their academic performance demonstrates an
students in English. Contrary to Zimmerman and Kulikowich (2016) report those students
with a high level of online learning self-efficacy are more likely to be successful in online
courses.
Recommendations
The following recommendations for future researchers, students, and teachers are
1. Since the students have a positive response towards their self-efficacy and their
2. Instructors are encouraged to motivate and support the students to help them
4. Aside from the survey, researchers may utilize another research approach to
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Appendix A
LETTER TO PRINCIPAL
Republic of the Philippines
J.H. CERILLES STATE COLLEGE
Mati, San Miguel, Zamboanga del Sur
School of Teacher Education
Sir:
Greetings of Peace!
The undersigned are student-researchers of JH Cerilles State College – Main Campus. We are
currently working on our thesis titled, “Student's Self-Efficacy in Online Learning and their
Academic Performance in English” to advance the frontier of knowledge involving teaching and
learning related issues in the academe.
In line with this, we humbly ask for your permission to gather data from your 2nd year students
taking Bachelor of Secondary Education Major in English, who serve as our target participants in
the survey questionnaire of the aforementioned study. Rest assured that the gathered data from
them will be treated with utmost confidentiality.
Looking forward for your positive response on this request. Thank you and more power.
Sincerely yours,
(Sgd.) ARIEL O. BAWAN
(Sgd.) MARVIN H. DANDAHAN
(Sgd.) DIONESA M. ESATAM
(Sgd.) CHARYL P. VILLACRUSIS
Researchers
Noted:
Approved:
Appendix B
LETTER TO THE RESPONDENTS
Republic of the Philippines
J.H. CERILLES STATE COLLEGE
Mati, San Miguel, Zamboanga del Sur
School of Teacher Education
Greetings of Peace!
The undersigned are student- researchers JH Cerilles State College- Main Campus. They
are currently They are currently working on their thesis study entitled “Student’s Self- Efficacy
in Online Learning and their Academic Performance in English” to advance the frontier of
knowledge involving performance and learning amidst of pandemic.
They are interested in your experiences in online learning, so you are humbly asked to
respond honestly to the enclosed questionnaire, to allow them to gather the necessary information
needed for the study. There are no foreseeable risks in this study. Rest assured that the records of
this study including information about your identity will be kept and confidentially will be taken.
Looking forward to your positive response on this matter. Your answer below implies
that you have decided to participate in this study. Thank you and your participation will be
greatly appreciated.
Sincerely yours,
APPENDIX C
SURVEY QUESTIONNAIRE
APPENDIX D
SPSS RESULTS
Correlations
Student's Self-
Efficacy in Overall
Online Academic
Learning Performance
Student's Self-Efficacy Pearson Correlation 1 .051
in Online Learning Sig. (2-tailed) .786
N 31 31
Overall Academic Pearson Correlation .051 1
Performance Sig. (2-tailed) .786
N 31 31
36
CURRICULUM VITAE
Personal Data
Sex : Male
Occupation : Farmer
Educational Background
CURRICULUM VITAE
Personal Data
Sex : Male
Religion : Alliance
Occupation : Farmer
Educational Background
CURRICULUM VITAE
Personal Data
Sex : Female
Occupation : Farmer
Educational Background
CURRICULUM VITAE
Personal Data
Sex : Female
Religion : Alliance
Occupation : Farmer
Educational Background