WORLD EDUCATION CONNECT MULTIDISCIPLINARY E-PUBLICATION
Vol. V Issue VIII (August 2025)
International Circulation
This is an open-access, peer-reviewed, and refereed international publication in online & printed versions that features research papers, abstracts, theses, dissertations, and journals. It is registered to the ISSN National Center of the Philippines, and ISSN International Center, the Global Index for Continuing Resources with ISSN (Online) 2799-0842 and ISSN (Print) 2799-130X.
World Education Connect Multidisciplinary e-Publication, Vol. V, Issue VIII (August 2025), pp.1-9
Jazel B. Dizon¹, Emerson DS Poblete II2
1Engineering Department, NU Las Piñas, Metro Manila, Philippines
2Psychology Department, NU Las Piñas, Metro Manila, Philippines
ABSTRACT
The transition from online to face-to-face classes following the COVID-19 pandemic has significantly affected the academic experiences of college students in Higher Education Institutions (HEIs). This study investigates the perceived effects of the online learning setup on students’ academic performance, learning behaviors, and social engagement. Using a 28-item questionnaire, data were collected from 124 students across various engineering programs. Descriptive statistics and thematic analysis of open-ended responses revealed that while online learning offered flexibility, it also led to reduced motivation, weaker study habits, and academic dishonesty. The shift back to face-to-face learning introduced new logistical challenges but was largely welcomed by students, with 84.7% expressing a preference for in-person classes. The findings suggest that although online education served as a necessary alternative, traditional face-to-face instruction remains more effective in promoting student engagement and academic success.
Keywords: Online learning, higher education, student engagement, academic experience, COVID-19, face-to-face learning
