##plugins.themes.academic_pro.article.sidebar##
Published
Aug 23, 2024
Download
Statistic
Read Counter : 14
Download : 6
Downloads
Download data is not yet available.
Main Article Content
Abstract
This study aimed to determine the learner engagement strategies and academic performance in online distance learning, Zone 3, Division of Zambales. A descriptive-correlational research design and quantitative analysis were employed in the study. The learner engagement strategies of intermediate learners in online distance learning were described and the academic performance tested its relationship. Findings revealed that learners are female, early adolescents, have smartphones, and are connected to the internet via WIFI broadband. The learners are highly engaged in the learner engagement strategies in online distance learning as learner-to-learner, learner- to- teachers and learner-to-content strategies in online distance learning. The learners obtained an outstanding academic performance. There is a significant difference in the learner engagement strategies in online distance learning as to learner-to-learner, learner- to- teachers and learner-to-content strategies in online distance learning when grouped according to the profile of the respondents in terms of age. There is a negligible relationship on the academic performance and learner engagement strategies of the learners. The proposed dissemination plan was developed based on the results of learner-to-learner, learner-to-teacher, and learner-to-content engagement strategies. The researcher recommends the following based on the findings that the teacher may still provide learning materials to be available to the learners. The teachers may encourage the learners to participate in the forum actively created so that they may ask questions about the lesson. The participation of the learners in virtual meetings during discussions is highly encouraged.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Evangelista, G. D., & Sepillo, G. S. (2024). Engagement Strategies and Academic Performance of the Learners in Online Distance Learning, Zone 3, Division of Zambales . International Journal of Multidisciplinary: Applied Business and Education Research, 5(8), 3142-3154. https://doi.org/10.11594/ijmaber.05.08.17
References
Abou-Khalil, V., Helou, S., Khalifé, E., Chen, M. A., Majumdar, R., & Ogata, H. (2021). Emergency online learning in low-resource settings: Effective student en-gagement strategies. Education Sciences, 11(1), 24. Available at: https://doi.org/10.3390/educsci11010024.
Allen, B. (2021). Stages of Adolescene. https://www.healthychildren.org/English/ages-stages/teen/Pages/Stages-of-Adolescence.aspx
Banna, J., Lin, M.-F. G., Stewart, M., & Fialkow-ski, M. K. (2015). Interaction matters Strategies to promote engaged learning in an online introductory nutrition course. Journal of Online Learning and Teaching, 11(2), 249–261.
Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Education-al Research, 79(3), 1243–1289. doi:10.3102/0034654309333844
Boettcher, J. V., Conrad, R. M. (2016). The online teaching survival guide: Simple and practical pedagogical tips (2nd ed.). Jossey-Bass.
Bolliger, D. U., & Martin, F. (2018). Instructor and student perceptions of online stu-dent engagement strategies. Distance Educ. 39, 568–583. doi: 10.1080/01587919.2018.1520041
Britt, M. (2015). How to better engage online students with online strategies. College Student Journal, 49(3), 399–404.
Bueno, D. & Matriano, E. (2016). Research Writing. Columban College Inc. Olongapo City.
Burns, M. (2020). We Are All Distance Learn-ers: Online Education Across The Globe—Part 2. https://elearningindustry.com/distance-learners-online-education-across-the-globe-part-2
Culpeper, J., and Kan, Q. (2020). Communica-tive styles, rapport, and student engage-ment: an online peer mentoring scheme. Appl. Linguist. 41, 756–786. doi: 10.1093/applin/amz035
Darby, F., Lang, J. M. (2019). Small teaching online: Applying learning science in online classes. Jossey-Bass.
David, C. C., Albert, J. R. G., & Vizmanos, J. F. V. (2018). Boys are still left behind in basic education. Philippine Institute for Development Studies Policy Notes.
Denker, K. J., Manning, J., Heuett, K. B., and Summers, M. E. (2018). Twitter in the classroom: modeling online communica-tion attitudes and student motivations to connect. Comput. Hum. Behav. 79, 1–8. doi: 10.1016/j.chb.2017.09.037
Dixson, M.D. (2015). Measuring student en-gagement in the online course: the online student engagement scale (OSE). Online Learning Journal, 19(4). https://files.eric.ed.gov/fulltext/ EJ1079585.pdf.
Gray, J. A., & DiLoreto, M. (2016). The effects of student engagement, student satisfac-tion, and perceived learning in online learning environments. International Journal of Educational Leadership Prep-aration, 11(1), 98-119.
Han, H., & Johnson, S. D. (2012). Relationship between students’ emotional intelli-gence, social bond, and interactions in online learning. Journal of Educational Technology & Society, 15(1), 78-89.
Hidri, S. (2017). Specs validation of a dynamic reading comprehension test for EAP learners in an EFL context. In S. Hidri & C. Coombe (Eds.), Evaluation in foreign language education in the Middle East and North Africa (pp. 315–337). Switzer-land: Springer.
Kamenetz, A. (2019). It's A Smartphone Life: More Than Half Of U.S. Children Now Have One. https://www.npr.org/2019/10/31/774838891/its-a-smartphone-life-more-than-half-of-u-s-children-now-have-one#:~:text=Just%20over%20half%20of%20children,lot%20of%20decoding%20to%20understand.
Kelly, S., and Claus, C. J. (2015). Practicing nonverbal awareness in the asynchro-nous online classroom. Commun. Teach. 29, 1–5. doi: 10.1080/17404622.2014.985597
Kelly, S., and Fall, L. T. (2011). An investigation of computer-mediated instructional im-mediacy in online education: a compari-son of graduate and undergraduate stu-dents' motivation to learn. J. Advertising Educ. 15, 44–51. doi: 10.1177/109804821101500107
Kelly, S., and Westerman, D. (2020). Doing communication science: thoughts on making more valid claims. Ann. Int. Commun. Assoc. 44, 177–184. doi: 10.1080/23808985.2020.1792789
Khlaif, Z. N., Salha, S., & Kouraichi, B. (2021). Emergency remote learning during COVID-19 crisis: Students' engagement. Education and Information Technologies, 1-23. Available at: https://doi.org/10.1007/s10639-021-10566-4.
King, S. B. (2014). Graduate student percep-tions of the use of online course tools to support engagement. International Jour-nal for the Scholarship of Teaching and Learning, 8(1). doi:10.20429/ijsotl.2014.080105
Martin, F. & Bolliger, D.U. (2018). Engagement matters: Student perceptions on the im-portance of engagement strategies in the online learning environment. Online Learning 22(1), 205- 222. doi:10.24059/olj.v22i1.1092
Martin, F., & Ertzberger, J. (2016). Effects of reflection type in the here-and-now mo-bile learning environment. British Jour-nal of Educational Technology, 47(5), 932–944.
Martin, F., Wang, C., & Sadaf, A. (2018). Stu-dent perception of helpfulness of facilita-tion strategies that enhance instructor presence, connectedness, engagement, and learning in online courses. The In-ternet and Higher Education, 37, 52-65. Available at: https://doi.org/10.1016/j.iheduc.2018.01.003.
McCombes, S. (2020). Descriptive Research. https://www.scribbr.com/methodology/descriptive-research/.
Meyer, K. A. (2014). Student engagement in online learning: What works and why. ASHE Higher Education Report, 40(6), 1–114. doi:10.1002/aehe.20018
Nikolopoulou, K. (2022). What Is Purposive Sampling? | Definition & Examples. https://www.scribbr.com/methodology/purposive-sampling/
Omaiyo, J (2013). Effect of Instructional Re-sources on Children’s Number Work Performance in Pre-Schools in Isibania Zone, Migori, County. University of Nairobi, Nairobi, Kenya.
Prajapati, V. (2020). The Advantages and Dis-advantages of Wireless Broadband over Dial-Up Connection. https://www.techprevue.com/wireless-broadband-better-than-dial-up/#3_Fastest_speed.
Pratama, L. D., Lestari, W., & Astutik, I. (2020). Efektifitas Penggunaan Media Edu-tainment Di Tengah Pandemi Covid-19. AKSIOMA: Jurnal Program Studi Pen-didikan Matematika, 9(2). https://doi.org/10.24127/ajpm.v9i2.2783.
Sintema, EJ 2020. Pengaruh COVID-19 ter-hadap Kinerja Siswa Kelas 12: Im-plikasi untuk Pendidikan STEM. Eurasia Jurnal Matematika, Sains dan Pendidikan Teknologi , 16 (7), 1–6. https://doi.org/10.29333/ejmste/7893
Tomlinson, C. A., & Moon, T. (2013). Assess-ment and student success in a differen-tiated classroom. Alexandria, VA: As-sociation for Supervision and Curricu-lum Development
University of Wisconsin- Madison (2021). What are the pedagogical uses of online discussions? https://at.doit.wisc.edu/guides/what-are-the-pedagogical-uses-of-online-discussions/
Vai, M., Sosulski, K. (2016). Essentials of online course design: A standards-based guide. Routledge.
Watkins, R. (2014). Developing e-learning ac-tivities. Distance Learning, 11(4), 62–64.
Wilsom, B., Austria, M. J. G. & Cassuci, T. (2021). Understanding Quantitative and Qualitative Approaches. https://accelerate.uofuhealth.utah.edu/improvement/understanding-qualitative-and-quantitative-ap-proac#:~:text=Quantitative%20design%20methods&text=The%20independent%20variable%20is%20the,outcome%20(or%20response)%20variable.
Yeh, Y. C., Kwok, O. M., Chien, H. Y., Sweany, N. W., Baek, E., & McIntosh, W. A. (2019). How College Students' Achievement Goal Orientations Predict Their Ex-pected Online Learning Outcome: The Mediation Roles of Self-Regulated Learning Strategies and Supportive Online Learning Behaviors. Online Learning, 23(4), 23-41.
Zhang, K., Wu, S., Xu, Y., Cao, W., Goetz, T., & Parks-Stamm, E. (2020). Adaptability promotes student engagement under COVID-19: The multiple mediating ef-fects of academic emotion. Frontiers in Psychology, 11, 633265-633265. Avail-able at: https://doi.org/10.3389/fpsyg.2020.633265.
Allen, B. (2021). Stages of Adolescene. https://www.healthychildren.org/English/ages-stages/teen/Pages/Stages-of-Adolescence.aspx
Banna, J., Lin, M.-F. G., Stewart, M., & Fialkow-ski, M. K. (2015). Interaction matters Strategies to promote engaged learning in an online introductory nutrition course. Journal of Online Learning and Teaching, 11(2), 249–261.
Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Education-al Research, 79(3), 1243–1289. doi:10.3102/0034654309333844
Boettcher, J. V., Conrad, R. M. (2016). The online teaching survival guide: Simple and practical pedagogical tips (2nd ed.). Jossey-Bass.
Bolliger, D. U., & Martin, F. (2018). Instructor and student perceptions of online stu-dent engagement strategies. Distance Educ. 39, 568–583. doi: 10.1080/01587919.2018.1520041
Britt, M. (2015). How to better engage online students with online strategies. College Student Journal, 49(3), 399–404.
Bueno, D. & Matriano, E. (2016). Research Writing. Columban College Inc. Olongapo City.
Burns, M. (2020). We Are All Distance Learn-ers: Online Education Across The Globe—Part 2. https://elearningindustry.com/distance-learners-online-education-across-the-globe-part-2
Culpeper, J., and Kan, Q. (2020). Communica-tive styles, rapport, and student engage-ment: an online peer mentoring scheme. Appl. Linguist. 41, 756–786. doi: 10.1093/applin/amz035
Darby, F., Lang, J. M. (2019). Small teaching online: Applying learning science in online classes. Jossey-Bass.
David, C. C., Albert, J. R. G., & Vizmanos, J. F. V. (2018). Boys are still left behind in basic education. Philippine Institute for Development Studies Policy Notes.
Denker, K. J., Manning, J., Heuett, K. B., and Summers, M. E. (2018). Twitter in the classroom: modeling online communica-tion attitudes and student motivations to connect. Comput. Hum. Behav. 79, 1–8. doi: 10.1016/j.chb.2017.09.037
Dixson, M.D. (2015). Measuring student en-gagement in the online course: the online student engagement scale (OSE). Online Learning Journal, 19(4). https://files.eric.ed.gov/fulltext/ EJ1079585.pdf.
Gray, J. A., & DiLoreto, M. (2016). The effects of student engagement, student satisfac-tion, and perceived learning in online learning environments. International Journal of Educational Leadership Prep-aration, 11(1), 98-119.
Han, H., & Johnson, S. D. (2012). Relationship between students’ emotional intelli-gence, social bond, and interactions in online learning. Journal of Educational Technology & Society, 15(1), 78-89.
Hidri, S. (2017). Specs validation of a dynamic reading comprehension test for EAP learners in an EFL context. In S. Hidri & C. Coombe (Eds.), Evaluation in foreign language education in the Middle East and North Africa (pp. 315–337). Switzer-land: Springer.
Kamenetz, A. (2019). It's A Smartphone Life: More Than Half Of U.S. Children Now Have One. https://www.npr.org/2019/10/31/774838891/its-a-smartphone-life-more-than-half-of-u-s-children-now-have-one#:~:text=Just%20over%20half%20of%20children,lot%20of%20decoding%20to%20understand.
Kelly, S., and Claus, C. J. (2015). Practicing nonverbal awareness in the asynchro-nous online classroom. Commun. Teach. 29, 1–5. doi: 10.1080/17404622.2014.985597
Kelly, S., and Fall, L. T. (2011). An investigation of computer-mediated instructional im-mediacy in online education: a compari-son of graduate and undergraduate stu-dents' motivation to learn. J. Advertising Educ. 15, 44–51. doi: 10.1177/109804821101500107
Kelly, S., and Westerman, D. (2020). Doing communication science: thoughts on making more valid claims. Ann. Int. Commun. Assoc. 44, 177–184. doi: 10.1080/23808985.2020.1792789
Khlaif, Z. N., Salha, S., & Kouraichi, B. (2021). Emergency remote learning during COVID-19 crisis: Students' engagement. Education and Information Technologies, 1-23. Available at: https://doi.org/10.1007/s10639-021-10566-4.
King, S. B. (2014). Graduate student percep-tions of the use of online course tools to support engagement. International Jour-nal for the Scholarship of Teaching and Learning, 8(1). doi:10.20429/ijsotl.2014.080105
Martin, F. & Bolliger, D.U. (2018). Engagement matters: Student perceptions on the im-portance of engagement strategies in the online learning environment. Online Learning 22(1), 205- 222. doi:10.24059/olj.v22i1.1092
Martin, F., & Ertzberger, J. (2016). Effects of reflection type in the here-and-now mo-bile learning environment. British Jour-nal of Educational Technology, 47(5), 932–944.
Martin, F., Wang, C., & Sadaf, A. (2018). Stu-dent perception of helpfulness of facilita-tion strategies that enhance instructor presence, connectedness, engagement, and learning in online courses. The In-ternet and Higher Education, 37, 52-65. Available at: https://doi.org/10.1016/j.iheduc.2018.01.003.
McCombes, S. (2020). Descriptive Research. https://www.scribbr.com/methodology/descriptive-research/.
Meyer, K. A. (2014). Student engagement in online learning: What works and why. ASHE Higher Education Report, 40(6), 1–114. doi:10.1002/aehe.20018
Nikolopoulou, K. (2022). What Is Purposive Sampling? | Definition & Examples. https://www.scribbr.com/methodology/purposive-sampling/
Omaiyo, J (2013). Effect of Instructional Re-sources on Children’s Number Work Performance in Pre-Schools in Isibania Zone, Migori, County. University of Nairobi, Nairobi, Kenya.
Prajapati, V. (2020). The Advantages and Dis-advantages of Wireless Broadband over Dial-Up Connection. https://www.techprevue.com/wireless-broadband-better-than-dial-up/#3_Fastest_speed.
Pratama, L. D., Lestari, W., & Astutik, I. (2020). Efektifitas Penggunaan Media Edu-tainment Di Tengah Pandemi Covid-19. AKSIOMA: Jurnal Program Studi Pen-didikan Matematika, 9(2). https://doi.org/10.24127/ajpm.v9i2.2783.
Sintema, EJ 2020. Pengaruh COVID-19 ter-hadap Kinerja Siswa Kelas 12: Im-plikasi untuk Pendidikan STEM. Eurasia Jurnal Matematika, Sains dan Pendidikan Teknologi , 16 (7), 1–6. https://doi.org/10.29333/ejmste/7893
Tomlinson, C. A., & Moon, T. (2013). Assess-ment and student success in a differen-tiated classroom. Alexandria, VA: As-sociation for Supervision and Curricu-lum Development
University of Wisconsin- Madison (2021). What are the pedagogical uses of online discussions? https://at.doit.wisc.edu/guides/what-are-the-pedagogical-uses-of-online-discussions/
Vai, M., Sosulski, K. (2016). Essentials of online course design: A standards-based guide. Routledge.
Watkins, R. (2014). Developing e-learning ac-tivities. Distance Learning, 11(4), 62–64.
Wilsom, B., Austria, M. J. G. & Cassuci, T. (2021). Understanding Quantitative and Qualitative Approaches. https://accelerate.uofuhealth.utah.edu/improvement/understanding-qualitative-and-quantitative-ap-proac#:~:text=Quantitative%20design%20methods&text=The%20independent%20variable%20is%20the,outcome%20(or%20response)%20variable.
Yeh, Y. C., Kwok, O. M., Chien, H. Y., Sweany, N. W., Baek, E., & McIntosh, W. A. (2019). How College Students' Achievement Goal Orientations Predict Their Ex-pected Online Learning Outcome: The Mediation Roles of Self-Regulated Learning Strategies and Supportive Online Learning Behaviors. Online Learning, 23(4), 23-41.
Zhang, K., Wu, S., Xu, Y., Cao, W., Goetz, T., & Parks-Stamm, E. (2020). Adaptability promotes student engagement under COVID-19: The multiple mediating ef-fects of academic emotion. Frontiers in Psychology, 11, 633265-633265. Avail-able at: https://doi.org/10.3389/fpsyg.2020.633265.