Abstract—The COVID-19 pandemic has caused massive disruptions in the global academic calendar, including the Philippines. To address this, emergency remote teaching was implemented as a viable alternative to face-to-face instruction without contributing to the spread of the disease. This investigation sought to examine the factors that affect student satisfaction, perceived learning and academic performance in an emergency online science course namely, online learning self-efficacy, learner-content interaction, learner-instructor interaction and learner-learner interaction. Data from 104 college students were collected using an online survey and analyses were done by applying correlation and regression methods. In general, college students had favorable views about their online learning experience. Significant and positive associations were found between the dependent and independent variables with academic performance obtaining the weakest correlation. Online learning self-efficacy had a significant influence on perceived learning and academic performance but not student satisfaction. Learner-content and learner-instructor interactions were revealed to be strong predictors of student satisfaction and perceived learning. Learner-learner interaction did not have a meaningful impact on any of the three outcome variables.
Index Terms—Academic performance, emergency remote teaching, learner interactions, online learning self-efficacy, perceived learning, student satisfaction.
Marissa Fearnley is with De La Salle – College of Saint Benilde in Manila, Philippines (e-mail: email@example.com).
Christopher Malay is with Kolehiyo ng Lungsod ng Dasmariňas in Cavite, Philippines (email: firstname.lastname@example.org).
Jose Noel Fabia is with De La Salle University Manila, Philippines (e-mail: email@example.com).