ABSTRACT
This study, titled "The Effect of Online Learning on the Academic Achievement of BSED Students in Local Community College," aimed to explore how students perceive online learning and its impact on their academic performance. Using descriptive and correlational methods, the research gathered insights from 30 BSED students across different age groups, sexes, and year levels. Results revealed that while students generally have access to reliable technology and demonstrate strong time management skills, their academic performance, engagement, and motivation in online learning remain moderately affected. Challenges such as technical issues, poor concentration, and feelings of isolation were found to significantly hinder learning effectiveness.
Furthermore, statistical analysis showed a high positive correlation between age and year level with the perceived effect of online learning, indicating that older and more academically experienced students tend to adapt better. Gender, however, showed no significant influence. These findings suggest the need for targeted interventions that address both technological barriers and emotional engagement to enhance the online learning experience and academic success of students.
Keywords: Online Learning, Academic Achievement, BSED Students, Engagement, Time Management, Access to Technology, Challenges, Correlation Analysis, Abuyog Community College.
INTRODUCTION
Online learning, also referred to as e-learning or virtual instruction, was used to deliver academic content through digital platforms and internet-based technologies that use digital resources for communication, lesson delivery, assessment outside conventional classrooms. Students and teachers connect through virtual environments to work together, exchange educational materials, participate in discussions and finish their tasks. According to Dhawan (2020), online learning offered flexible learning options which make education accessible to students who want to study at any time from any location.
Recent studies also indicated that students in online and blended learning environments had achieved comparable or even superior academic outcomes compared to traditional classroom settings (Garrison & Vaughan, 2018).
Online learning provided many benefits to students but it created specific difficulties for them to overcome. The combination of inadequate internet access, insufficient technology resources, and decreased student participation led to negative learning outcomes, according to Adedoyin and Soykan (2020). The study of Aguilera-Hermida (2020) demonstrated that students faced difficulties with maintaining motivation and self-regulation and staying focused when learning in virtual environments.
In the Philippines, the rapid transition from classroom learning to digital education brought both positive aspects and negative consequences for Filipino students in their educational journey. The study of Alvarez (2020) demonstrated that online learning enhanced student digital skills but simultaneously caused students to lose focus and motivation and reduced their social interaction.
On the other hand, Tang et al. (2021) demonstrated that students’ academic results depend on their readiness for online learning and digital competence but these factors differ between college students based on their access to technology and their motivation levels and learning environment. The evolution of online learning has established difficulties for students to succeed academically through digital platforms. This study examined how online learning affected BSED students at Abuyog Community College (ACC) through academic performance assessment to address the gaps about online learning effects on student achievement and learning results. The research focused on academic achievement assessment of BSED students through online learning because previous studies mostly examined perceptions and satisfaction and readiness levels.
This study on BSED students’ academic achievement through online learning helped teachers understand which digital education elements—technology access and student engagement and self-regulation—most impact student success. The research findings showed possible ways to boost academic results and create better learning experiences through online education improvements.
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