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: firstname.lastname@example.org).
Christopher Malay is with Kolehiyo ng Lungsod ng Dasmariňas in Cavite, Philippines (email: email@example.com).
Jose Noel Fabia is with De La Salle University Manila, Philippines (e-mail: firstname.lastname@example.org).
Cite: Marissa Fearnley, Christopher Malay, and Jose Noel Fabia, "Factors Affecting Student Satisfaction, Perceived Learning and Academic Performance in an Emergency Online Science Course," International Journal of Information and Education Technology vol. 12, no. 12, pp. 1354-1362, 2022.
Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).