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STUDENTS’ SELF-EFFICACY IN ONLINE LEARNING AND THEIR

ACADEMIC PERFORMANCE IN ENGLISH

AN UNDERGRADUATE THESIS

Presented to the Faculty of the


School of Teacher Education
J. H. CERILLES STATE COLLEGE
Mati, San Miguel, Zamboanga del Sur

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

The thesis entitled “STUDENTS’ SELF- EFFICACY IN ONLINE


LEARNING AND THEIR ACADEMIC PERFOMANCE IN ENGLISH”, prepared
and submitted by ARIEL BAWAN, MARVIN DANDAHAN, DIONESA ESATAM, and
CHARYL VILLACRUSIS, in partial fulfillment of the requirements of the degree
Bachelor of Secondary Education, is hereby recommended for approval.

JAY-BOY M. TIZON, MAEd


Adviser
__________________
Date

This thesis is approved in partial fulfillment of the requirements of the degree


Bachelor of Secondary Education.
Approved by the Oral Examination Committee on ____________________ with
a rating of PASSED.

JOEAN B. PALAHANG, Ed,D. JERSON B. ADLAWON, MAEd


Member Member

JAY-BOY M. TIZON, MAEd


Chairperson
ACKNOWLEDGEMENT

We would like to extend our sincere thanks to the individuals who helped us in

carrying out our research:

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

insightful comments, and efforts for the improvement of the study;

Mrs. Ma. Carissa Molanda, the research 302 instructor, for sharing her knowledge,

advice, guidance, and constant encouragement throughout our research period;

BSEd second-year English instructors and students for giving their fullest

cooperation in responding to the questionnaire and in supplying useful information for

the validity of the result;

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

finish this study. Glory to God!


DEDICATION

This study is wholeheartedly dedicated to the people who gave us the tools and

values to be where we are today:

Mr. and Mrs. Berto O. Bawan

Mr. and Mrs. Jay A. Villacrusis

Mr. and Mrs. Dionesio B. Esatam

Mr. and Mrs. Juliano H. Dandahan

Our brothers, sisters, friends, and loved ones

The faculty and staff of J.H. Cerilles State College.

Dionesa

Marvin

Charyl

Ariel
ABSTRACT

ARIEL O. BAWAN, MARVIN H. DANDAHAN, DIONESA M. ESATAM,


and CHARYL P. VILLACRUSIS School of Teacher Education, J.H Cerilles State
College – Main Campus, Mati, San Miguel, Zamboanga del Sur, June 2022.
“STUDENTS’ SELF-EFFICACY IN ONLINE LEARNING AND THEIR
ACADEMIC PERFORMANCE IN ENGLISH”. An unpublished Bachelor’s Thesis.

Adviser: JAY-BOY M. TIZON

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.

Keywords: Online Learning, English, Self-efficacy, Academic Performance, and


Pandemic
TABLE OF CONTENTS

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

2 REVIEW OF RELATED LITERATURE 10

3 METHODOLOGY

Research Design 17
Research Environment 17
Sampling Design 18
Research Respondents 18
Research Instrument 19
Data Gathering Procedure 19
Statistical Process 20

4 ANALYSIS, PRESENTATION, AND INTERPRETATION OF DATA 21

Level of Students’ Self-Efficacy in Online Learning 22


Level of Students’ Academic Performance in English 23
Test of Relationship between the Students’ Self-Efficacy 25
and their Academic Performance in English

5 SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATION 27


Findings 27
Conclusions 28
Recommendations 28

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

1 Level of Students’ Self-Efficacy on Online Learning 22


2 Level of Students’ Academic Performance in English 23
3 Test of Relationship between the Students’ Self-Efficacy 25
and their Academic Performance in English
LIST OF FIGURE

Figure Page

1 Schematic Diagram of the Study 6


1

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

been disturbing is the student's self-efficacy. What is self-efficacy? Self-efficacy, as used

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.

Every sphere of human activity is impacted by self-efficacy.

Where, in fact, numerous researchers conducted their studies on self-efficacy. An

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

capacity to succeed in a particular circumstance or complete a particular task is known as

SE (e.g., Bandura, 1977, 1997, 2012). Self-esteem involves an individual's emotional

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

accomplishment because they have a strong sense of self-efficacy.

In support of the study above, according to Zimmerman and Kulikowich (2016),

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

that self-efficacy plays a significant psychological role in online learning environments. It

is assumed that effective interventions made on students' perceptions of their online

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

factors influencing students' self-efficacy for online learning. Higher education

institutions might use this as a chance to boost students' self-efficacy.

In particular, in the new normal setup of education, to preserve their enthusiasm

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

educational psychology, especially when it comes to online learning, self-efficacy and

academic motivation have attracted great attention (Li & Lalani, 2020).

However, the current researchers discovered that student self-efficacy is gradually

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
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negative effect on students' performance and satisfaction (Cole et al. 2014). (Xu and

Jaggars 2013). According to a prior study on student happiness, there is a considerable

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

students' learning experiences (Atchley et al. 2013).

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

investigation of comparisons between online and conventional 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. This

urged the current researchers to conduct this study to measure the effectiveness of online

learning particularly the English students.

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

the conviction that a person can succeed in a particular circumstance or complete a

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.

According to Bandura's social-cognitive learning theory from 1986, human

functioning is viewed as a reciprocal interplay between behaviors, environmental

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

necessary to achieve predetermined performance levels, as an example of this reciprocity.

This construct is a key one in Bandura's theory. Research on accomplishment

environments demonstrates that students' efficacy beliefs affect selection of tasks,

perseverance, effort expenditure, and skill acquisition (Schunk, 1989). Students' real

behaviors change their perceptions about their own efficacy as a result.

Self-efficacy is crucial to the process of self-regulation. It relates to a person's

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

mastery experiences, vicarious (observational) experiences, social persuasions, and

physiological and psychological states are the four key informational sources that help

students develop their sense of self-efficacy (Bandura, 1997).


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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

in English throughout the school year 2021-2022.

Conceptual Framework

Presented in Figure 1 is the schematic diagram which consists of the independent

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

students’ academic performance in English. The targeted respondents will be assessed by

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

Students’ Self-Efficacy on Students’ Academic

Online Learning Performance in English

Figure 1. Schematic Diagram of the Study


7

Statement of the Problem

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:

1. What is the level of students’ self-efficacy in online learning?

2. What is the level of students’ academic performance in English?

3. Is there a significant relationship between the students’ self-efficacy and their

academic performance in English?

Hypothesis

There is no significant relationship between the students’ self-efficacy and their

academic performance in English.

Significance of the Study

This research will provide new insights into the importance of students’ self-

efficacy in online learning and their academic performance in English. Specifically, this

research will benefit the following:

Institution. This study spreads awareness to the institution about the effectiveness

of online learning and provides a clear vision of the student's efficacy.

Researchers. It allows the researchers to broaden their perspective on the

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

provide them with a better understanding of what the learner needs.

Scope and Limitation

This study focused on the students’ self-efficacy in online learning and their

academic performance in English. The data collection was conducted on 31 students

currently taking Bachelor of Secondary Education Major in English, specifically the 2 nd

year students S/Y 2021-2022 who will represent the population.

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

questionnaire, which is prepared by the researchers.

The respondents responded to seven items in the questionnaire's final section,

which asked about their performance/grades in their major courses.

Definition of Terms

The following terms below will be used in this study and shall be taken

accordingly to the definition given below.

Academic Performance. This research refers to achieving the benchmarks,

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

passing or failing particular tests, topics, or courses.

BSEd English. In this study, Students in the Bachelor of Secondary Education

Major in English (BSEd - English) program in the Philippines receives the to teach

English in high schools during their four-year degree program.


9

Online Learning. In this study, Online learning is instruction delivered through

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

occurs remotely and outside of a regular classroom.

Self-Efficacy. In this study, self-efficacy is a person's confidence in their ability to

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

own driving forces, actions, and social circumstances.


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Chapter 2

REVIEW OF RELATED LITERATURE

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

comprise related literature on students’ self-efficacy in online learning and students’

academic performance in online learning.

Students' Self-Efficacy in Online Learning

Recently, online learning or distance education environments have been broadened

to support learning processes in various domains and various levels of knowledge or

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

reported to be influenced by ICT self-efficacy or other factors ( Cussó-Calabuig et al.,

2018), recent meta-analyses has recently attended to academic self-efficacy (ASE)

( Honicke and Broadbent, 2016) for recent reviews about the relationship between ASE

and academic performance.

The concept of general SE was originally proposed by Bandura in his social

cognitive theory. SE may be defined as an individual’s belief in his or her ability to

succeed in a specific situation or accomplish a specific task (Bandura, 2012). Although

the concept of self-esteem is very similar, self-esteem involves an individual’s emotional

evaluation of own value. In contrast, SE comprises an individual’s evaluation of own

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
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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

also domains such as mathematics and social sciences.

(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,

2013; Gębka, 2014). Operationalization of ASE, timing of measurement, and cultural

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

student may be able to achieve higher academic results.

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
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problem for distance learning educators. To reduce the dropout rate and ensure the

development in online courses, it is important to conduct research to understand the

changing behaviors of online learners as understanding the learners may help the

educators provide the practical support of online learning.

Students’ Academic Performance in Online Learning

Jan (2015) investigated the relationships between academic self-efficacy, computer

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-

efficacious learners’ experiences when participating in an online course, as well as the

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

how self-efficacy works in distance language learning: goal orientation, attribution,

resilience, self-confidence, strategy, and persistence (Yantraprakorn, Darasawang, &

Wiriyakarun, 2013).
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The developments in current technology have led to changes in the way

information is distributed and accessed. Internet technologies, which have become one of

the most widespread methods of accessing information, have an effect on education

systems and teaching-learning activities. In particular, the development of internet

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

learning environments, synchronous and asynchronous use of online communication

tools, and time- and space-independent service to students. Moreover, e-learning

environments have the quality of enabling various communication technologies that can

be used on independent platforms to be used together (Onal and Ibili, 2017). If

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

adapting well to new learning environments.

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

above definitions and opinions of researchers, it can be understood that self-efficacy is an


14

important psychological factor in online learning environments. Considering that self-

efficacy, which is reported to have a significant effect especially on students’ academic

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

institutions can take the opportunity to increase students’ self-efficacies.

Examining studies of the concept of self-efficacy in relation to online learning, it is

seen that this concept is discussed in different ways in the literature. Stating that the

majority of self-efficacy studies focus on the technology dimension (computer self-

efficacy, internet self-efficacy, information-seeking self-efficacy, learning management

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.

Zimmerman and Kulikowich (2016) and consists of 22 items and 3 subscales

(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

It is expected that self-efficacy scales developed for online learning environments,

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

developed by Zimmerman and Kulikowich (2016).

(Charmonman, 2005; Ngampornchai & Adams, 2016; SaeKhow, 2014). In

Thailand, there is a national initiative to harness the power of online learning together

with other technological innovations to facilitate an increase in learning outcomes and

provide additional access to education for students within public educational institutions

(Khaopa, 2012; Ngampornchai & Adams, 2016; Saowapon, Laohajaratsaeng,

Thammajinda & Singharajwarapan, 2001). Adoption of online learning, however, is not

without its challenges. A unique challenge for educational institutions in Thailand to

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

self-regulation” (Ngampornchai & Adams, 2016, p. 5). While traditional education

focuses on direct instruction and is typically teacher centered, many online learning

approaches have shifted towards a more student-centered approach. As students in online

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 respondents, research instrument, data gathering procedures, and statistical

process that will be applied in the study.

Research Design

This study used a quantitative research design employing descriptive-survey

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

their performances in English.

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

modalities as an alternative to continue the education amidst pandemic. The Commission

on Higher Education (CHED) released a memorandum Order No. 94 Series of 2020

containing the subject "Guidelines on the Implementation of Flexible Learning". The

implementation of flexible learning as a delivery mode was adopted beginning 2021-


18

2022 and was extended upon consulting with the stakeholders concerned and upon

review on the commission. In addition, various modalities in the implementation of

flexible learning and teaching namely off-line, blended, and online. These mentioned

learning modalities entailed difficulties for the students taking up a Bachelor of

Secondary Education major in English for the school year 2021-2022.

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

their academic performances in English.

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.
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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

instrument is the student’s self-efficacy in online learning survey questionnaire adopted

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

to 1-point as in the statement presented (Always, Often, Sometimes, and Never) to

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

expected in this study.

Data Gathering Procedures

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,

the researchers proceeded to the tallying, computation, analysis, and interpretation of

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

inferential statistic tools.

Frequency was used to determine the level of students’ self-efficacy and the level

of their performance in English in online learning.

Mean was used in getting the central tendency, used scores of the respondents in

college and also used in getting the populations.

Pearson Correlation is used to measure the strength of a linear association

between two variables.


21

Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

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

asynchronous technology to communicate with others (such as Goole meet, facebook

messenger and Zoom).” (Mean= 3.68, SD= 0.653) followed by “Communicate using

asynchronous technologies (discussion boards, e-mail, Facebook messenger, google

classroom etc.) (Mean=3.55, SD=0.675) interpreted as very high. However, appeared

lowest is “Use the library’s online resources efficiently.” (Mean=2.61, SD=0.803)

followed by “Focus on schoolwork when faced with distractions.” (Mean=2.90,

SD=0.700) interpreted as “high”.

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

students have high self-efficacy or confidence in their ability to overcome difficulties or

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

effectively communicate their concerns to their instructors and fellow learners.


22

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

It is supported by Wei and Chou (2020) believes that understanding self-efficacy

in learning is critical for improving education, which can be a critical component of

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

environments. Also, Peechapol (2018) acclaims that self-efficacy is a self-evaluation of

one's ability to perform and deal with a situation, in this case, online learning. This self-

belief/judgment is a self-regulatory mechanism that can influence behavior (such as using

or avoiding online learning), motivation (such as effort and persistence in using online

learning technology), work levels, and levels of stress experienced in guiding

circumstances.

Table 2.
Level of Students’ Academic Performance in English

English Frequency General Qualitative


Major Performance Description
Excellent Very Good Passed Total
Courses
Good
ENG 103 13 17 1 0 31 1.66 Excellent
ENG 202 0 0 31 0 31 2.50 Good
ENG 104 3 16 11 1 31 2.05 Very Good
ENG 101 11 11 7 2 31 1.81 Very Good
ENG 209 0 0 31 0 31 2.50 Good
ENG 105 6 24 1 0 31 1.77 Very Good
ENG 102 5 24 2 0 31 1.85 Very Good
OVERALL 2.02 Very Good
Note: 1.00-1.50=Excellent; 1.75-2.00=Very Good; 2.25-2.50=Good; 2.75-3.00=Passed
24

Level of Students’ Academic Performance in English

Table 2 presented in the previous page, indicates 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, 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

in “ENG 104 and 209” which is 2.50 rated only “Good”.

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

finish the course.

According to Wei & Chou's 2020 study, there was a moderate effect size of online

education on academic achievement in English. Online teaching methods were


25

determined to be more successful than conventional ones in the studies that made up the

current research. The investigation of comparisons between online and conventional

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

successful in online courses. Considering the above definitions and opinions of

researchers, it can be understood that self-efficacy is an important psychological factor in

online learning environments.

Table 3.
Test of Relationship between the Students’ Self-Efficacy and their Academic
Performance in English

Variables Pearson’s r Interpretation p value N Interpretation

Self-efficacy and 0.051 Weak Positive 0.786 31 No


Academic Correlation Significant
Performance Relationship
Note: r is interpreted using Cohen’s Scale: -0.3 to +0.3 = Weak, -0.5 to -0.3 or +0.3 to +0.5 = Moderate relationship, -0.9 to -0.5 or
+0.5 to +0.9 = Strong relationship, -1.0 to - 0.9 or +0.9 to +1.0 = Very Strong relationship.

As presented in table 3 above, the Pearson Product-Moment Correlation test

yielded to an r value of 0.051 with p value of 0.786 which signifies the acceptance of the

null hypothesis and established no significant relationship at 0.05 level of significance.

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

online learning and their performance in English.

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

correlation between a learner's academic self-efficacy and academic performance

(Honicke and Broadbent, 2016). According to the findings, higher academic self-efficacy

scores are more likely to translate into greater levels of academic performance.

Additionally, Yokoyama (2019) showed how academic performance is impacted by

achievement motivation. Through the study of Honicke and Broadbent, 2016,

operationalization of academic self-efficacy, timing of measurement, and cultural

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,

the student may be able to achieve higher academic results.


27

Chapter 5

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusion, and recommendation

from the result of the data gathered.

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

the library’s online resources efficiently.” (Mean=2.61, SD=0.803) interpreted as

“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”.

3. The Pearson Product-Moment Correlation test yielded to an R- value of 0.051 with p-

value of 0.786 which signifies the acceptance of the null hypothesis and established

no significant relationship at 0.05 level of significance.


28

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

thorough consideration and in-depth examination of the findings presented, the

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

outstanding proficiency in English during online classes. Moreover, there is no

significant relationship between students’ self-efficacy and the academic performance of

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

made by the researchers based on the study's findings and discussion.

1. Since the students have a positive response towards their self-efficacy and their

academic performance in English, instructors are encouraged to maintain the

teaching and learning process effectively.

2. Instructors are encouraged to motivate and support the students to help them

build up self-confidence and eventually self-efficacy.

3. The students are encouraged to maintain good disposition in their perspectives

towards the positive contribution of the self-efficacy in maintaining their good

academic performance in online learning.


29

4. Aside from the survey, researchers may utilize another research approach to

elucidate students' self-efficacy in online learning and English performance.


30

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rop_Out_of_High_School_A_Longitudinal_Study [Accessed July 14, 2022].

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32

Appendix A
LETTER TO PRINCIPAL
Republic of the Philippines
J.H. CERILLES STATE COLLEGE
Mati, San Miguel, Zamboanga del Sur
School of Teacher Education

May 19, 2021

JOEAN B. PALAHANG, Ed.D.


Dean of School of Teacher Education
This College

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:

(Sgd.) JAY-BOY M. TIZON, MAEd


Thesis Adviser & Program Chair

Approved:

(Sgd.) JOEAN B. PALAHANG, Ed.D.


Dean of School of Teacher Education
33

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

May 19, 2021


Dear Respondent,

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,

(Sgd.) ARIEL O. BAWAN


(Sgd.) MARVIN H. DANDAHAN
(Sgd.) DIONESA M. ESATAM
(Sgd.) CHARYL P. VILLACRUSIS
Researchers

Please check the box.


1. I am wi willing to participate as one of the participants of this study.
2. I am not willing to participate as one of the participants of this study.

Name: _________________________ Date:___________________________


34

APPENDIX C
SURVEY QUESTIONNAIRE

Adaptation of Online Learning Self- Efficacy Scale (OLSES)

Develop by:Zimmerman and Kulikowich (2016)

1. Online Learning Self-Efficacy Scale (OLSES) Always Often Sometimes Never


4 3 2 1
2. Navigate online courses materials efficiently.
3. Communicate effectively with my instructor via
e-mail.
4. Communicate effectively with technical support
via e-mail, telephone, or live online chat.
5. Submit assignments to an online dropbox.
6. Overcome technical difficulties on my own.
7. Navigate the online grade book.
8. Manage time effectively.
9. Complete all assignments on time.
10. Learn to use a new type of technology
efficiently.
11. Learn without being in the same room as the
instructor.
12. Learn without being in the same room as other
students.
13. Search the Internet to find the answer to a
course- related question.
14. Search the online course materials.
15. Communicate using asynchronous technologies
(discussion boards, e-mail, facebook messenger,
google classroom etc.)
16. Meet deadlines with very few reminders.
17. Complete a group project entirely online.
18. Use asynchronous technology to communicate
with others (such as Goole meet, facebook
messenger and Zoom).
19. Focus on schoolwork when faced with
distractions.
20. Develop and follow a plan for completing all
required work on time.
21. Use the library’s online resources efficiently.
22. When a problem arises, promptly ask questions
in the appropriate forum (e-mail, discussion
board, google classroom etc.)
35

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

Name : Ariel O. Bawan

Address : Lison Valley, Pagadian City,

Zamboanga del Sur

Sex : Male

Place of Birth : Lison Valley, Pagadian City, Zamboanga del Sur

Date of Birth : October 13, 1999

Civil Status : Single

Religion : Roman Catholic

Name of Father : Berto B. Bawan

Occupation : Farmer

Present Address : Lison Valley, Pagadian City, Zamboanga del Sur

Name of Mother : Teresa O. Bawan

Occupation : House wife

Present Address : Lison Valley, Pagadian City, Zamboanga del Sur

Educational Background

Educational Graduated School Year

Elementary : Lison Valley Elementary School. 2012-2013

Secondary : Lison Valley National Hgh School 2018-2019

College : JHCSC - Mian Campus

Degree : Bachelor of Secondary Education


37

CURRICULUM VITAE

Personal Data

Name : Marvin H. Dandahan

Address : Tugaya, Lapuyan, Zamboanga del Sur

Sex : Male

Place of Birth : Tugaya, Lapuyan, Zamboanga del Sur

Date of Birth : June 26, 2000

Civil Status : Single

Religion : Alliance

Name of Father : Juliano H. Dandahan

Occupation : Farmer

Present Address : Tugaya, Lapuyan, Zamboanga del Sur

Name of Mother : Lilia H. Dandahan

Occupation : House wife

Present Address : Tugaya, Lapuyan, Zamboanga del Sur

Educational Background

Educational Graduated School Year

Elementary : Tabon Elementary School. 2012-2013

Secondary : Maruing National Hgh School 2018-2019

College : JHCSC - Main Campus

Degree : Bachelor of Secondary Education


38

CURRICULUM VITAE

Personal Data

Name : Dionesa M. Esatam

Address : Guinicolalay, Dinas, Zamboanga del Sur

Sex : Female

Place of Birth : Mainit, Siaton, Negros Oriental

Date of Birth : August 24, 2000

Civil Status : Single

Religion : United Church of Christ in the Philippines

Name of Father : Dionesio B. Esatam

Occupation : Farmer

Present Address : Guinicolalay, Dinas, Zamboanga del Sur

Name of Mother : Diocilin M. Esatam

Occupation : House wife

Present Address : Guinicolalay, Dinas, Zamboanga del Sur

Educational Background

Educational Graduated School Year

Elementary : Guinicolalay Elementary School. 2012-2013

Secondary : Guinicolalay National High School 2018-2019

College : JHCSC - Main Campus

Degree : Bachelor of Secondary Education


39

CURRICULUM VITAE

Personal Data

Name : Charyl P. Villacrusis

Address : Old Mirapao, Dinas, Zamboang del Sur

Sex : Female

Place of Birth : Old Mirapao, Dinas, Zamboanga del Sur

Date of Birth : March 3, 2001

Civil Status : Single

Religion : Alliance

Name of Father : Jay A. Villacrusis

Occupation : Farmer

Present Address : Old Mirapao, Dinas, Zamboanga del Sur

Name of Mother : Regin P. Villacrusis

Occupation : House wife

Present Address : Old Mirapao, Dinas, Zamboanga del Sur

Educational Background

Educational Graduated School Year

Elementary : Old Mirapao Elementary School. 2012-2013

Secondary : Ignacio Garrata National Hgh School 2018-2019

College : JHCSC - Main Campus

Degree : Bachelor of Secondary Education

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