Exploring Student Satisfaction with Remote Learning in the University of the Philippines System
1. Introduction
Despite efforts to push full-on face-to-face classes, many schools in the Philippines remain hesitant to implement due to the risks of COVID-19. For some academic institutions, however, the option is to either adapt a hybrid system and eventually shift back to in-person learning once the pandemic has subsided or to accept distance learning as the new normal.
As we reflect on the challenges faced by students in a remote learning environment, several key issues emerge. These include unreliable internet connectivity and the absence of appropriate learning devices, which hinder participation in synchronous classes and the submission of course requirements (Baticulon et al., 2020; Santos, 2020). Negative experiences such as limited engagement in synchronous lectures, increased distractions, difficulties in comprehending lessons, and delays in the exchange of responses and feedback also significantly impact their overall learning experience (Bai et al., 2021). Furthermore, two surveys conducted by the UP System Committee on Remote Teaching and Learning in November 2020 and July 2021 revealed that 80% of students felt academically overwhelmed, while only 30% expressed satisfaction with their learning experiences (Lontoc, 2021).
In response to this dilemma, it is crucial to evaluate the academic effectiveness of prior remote learning systems to assist administrations in their decision-making processes. As highlighted by Joaquin et al. (2020), learning innovations must have a deeper understanding of what remote education is through by looking at factors such as instructor’s capacity, student’s circumstance, and learning environment efficiency together with the more evident issues of network connection speed, cost of materials, and mode of instruction.
1.1. Objectives
This report aims to use descriptive and factor analyses in assessing the perceived satisfaction of students from University of the Philippines (UP) System with the previously fully implemented remote learning setup. It focuses on answering these specific questions:
ㅤ 1.ㅤWhat is the demographic profile of the sampled respondents? |
ㅤ 2.ㅤWhat are the common Learning Management Systems (LMSs) used by the participants in their virtual classes? |
ㅤ 3.ㅤWhat are the factors that determine UP students' satisfaction with the remote learning setup? |
ㅤ 4.ㅤHow do we describe the level of association between students' satisfaction with this type of learning setup and their academic performance? |
ㅤ |
1.2. The Data
Data were collected through an online survey near the end of the 1st Semester of AY 2021-2022 from a sample of 150 undergraduate UP students. The information below shows different variables and their descriptions for each dataset.
1.2.1. Education
A demographic profiling of a student's educational background and LMSs used in online classes.
Variable | Description |
---|---|
id | Unique identification number assigned to a student participant |
constituent | UP constituent university where a student was enrolled at the time of the survey |
program | Degree program of a student at the time of the survey |
year_standing | Year level standing of a student at the time of the survey |
lms | Learning Management System/s used by a student in virtual classes at the time of the survey |
1.2.2. Student Satisfaction
A seven-point Likert 20-item UP Student Satisfaction Scale (UPS3), which includes questions about the perceived satisfaction of a student regarding their remote learning classes in the 1st Semester of AY 2021-2022.
Variable | Description |
---|---|
id | Unique identification number assigned to a student participant |
Level of agreement of a student with the following statements: | |
ups3_1 | Most of my professors organized a platform (e.g. UVLe, Google Classroom, Canvas, etc.) in such a way that I can easily find the content that I need. |
ups3_2 | Most of my professors used a platform (e.g. UVLe, Google Classroom, Canvas, etc.) that is reliable, stable, and secure. |
ups3_3 | Most of my professors used a platform (e.g. UVLe, Google Classroom, Canvas, etc.) for me to keep track of my learning progress. |
ups3_4 | Most of my professors provided the content that I need to learn the lessons (e.g. lecture notes, zoom recordings, video lectures, etc.). |
ups3_5 | In general, my professors utilized the available tools and platforms effectively. |
ups3_6 | Most of my professors assigned a reasonable amount of course requirements. |
ups3_7 | Most of my professors announced the details of requirements according to the date stated in the course schedule. |
ups3_8 | Most of my professors gave a sufficient amount of time to accomplish the course requirements. |
ups3_9 | Most of my professors provided feedback to my submissions in a justifiable time. |
ups3_10 | Most of my professors carried out synchronous classes in a stable and smooth manner. |
ups3_11 | Most of my professors were compassionate in hearing the students' concerns about their courses and current well-being. |
ups3_12 | I accessed the university's online library which provides the content that I need (e.g. journals, references, etc.). |
ups3_13 | I accessed the university's online library which provides up-to-date content. |
ups3_14 | I used the available services provided by the university in my study (e.g. UP mail can be used to access free Office, Canva for Education, unlimited Google Drive storage, etc.). |
ups3_15 | The university's registration process was smooth and straightforward. |
ups3_16 | I enlisted all the subjects that I needed in this semester. |
ups3_17 | The semester's length is adequate. |
ups3_18 | The university hears the students' concerns when it comes to issues such as academic ease due to our current situation. |
ups3_19 | I believe the university's remote learning setup was organized in a way that is conducive to learning. |
ups3_20 | As a whole, I am satisfied with the university's remote learning setup this semester. |
1.2.3. Academic Performance
A seven-point Likert 7-item Student Perception on Academic Performance Scale (SPAPS), which measures a student’s satisfaction with their overall academic achievement and learning experience at the end of the semester.
Variable | Description |
---|---|
id | Unique identification number assigned to a student participant |
Level of agreement of a student with the following statements: | |
spaps_1 | I was able to submit all my requirements this semester on time. |
spaps_2 | I was able to think critically and logically while doing my requirements. |
spaps_3 | I was able to provide and receive feedback on my requirements. |
spaps_4 | I was able to apply the feedback that I received. |
spaps_5 | I was able to achieve all of my courses’ objectives. |
spaps_6 | I made sure that I study for my courses every day. |
spaps_7 | I believe I can get a general weighted average (GWA) of at least 1.75 this semester. |
2. Results and Discussion
2.1. Demographic Profile of the Respondents
2.1.1. Constituent University
Among the 150 UP Sytem student participants, 68.7% (103) were from Diliman, while 20% (30) were from Los Baños. The remaining constituents had percentages less than five, with Manila having 3.3% (5), Baguio having 2.7% (4), the Open University and Visayas both having 2% (3), and Cebu having 1% (2).
2.1.2. Undergraduate Program
Most of the sampled respondents or 43.3% (65) were BS Statistics majors. The remaining composed of 4% (6) BS Biology students; 3.3% (5) each for BS Civil Engineering, Computer Science, and Geodetic Engineering; 2.7% (4) for B Secondary Education; 2% (3) each for BS Business Economics, Development Communication, Economics, and Mechanical Engineering; 1.3% (2) each for 7 undergraduate programs; and 0.7% (1) each for 41 others.
2.1.3. Current Year Standing
Thirty-four and seven-tenths percent (52) of the sampled respondents were seniors, 30.7% (46) were juniors, 20.7% (31) were sophomores, 11.3% (17) were freshmen, and 2.7% (4) were fifth-year students.