scholarly journals Assessment of self-efficacy in online learning of teacher education students in one state university in the Philippines

2022 ◽  
Vol 6 ◽  
pp. 680-693
Author(s):  
Albert Andry Panergayo ◽  
◽  
Karla Mansujeto ◽  
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Technology Use ◽  
Time Management ◽  
Self Efficacy ◽  
Learning Experience ◽  
The Philippines ◽  
State University ◽  
Education Students ◽  
Teacher Education Students

Purpose–This paper attempted to describe the online learning self-efficacy of Teacher education students from two groups with and without prior online learning experience in one state university in the Philippines. It further determined whether the self-efficacy of the two groups are comparable as to learning in the online environment, time management, and technology use. Methodology–The researchers utilized the Online Learning Self-Efficacy Scale (OLSES) to collect the necessary data to assess and compare the level of online learning self-efficacy of the respondents from the two groups. Three hundred and eighty-seven Teacher Education students with and without prior online learning experienceparticipated in the study. Results–The study revealed that both groups rated their self-efficacy in learning in the online environment, time management, and technology use as very good. However, the students with online learning experience yielded a relatively higher online learning self-efficacy in all three domains compared to the students without an online learning experience. The study further showed that there is no significant difference in the online learning self-efficacy betweenthe two groups. Conclusion–The Teacher Education students assessed their online learning self-efficacy as very good regardless of their online learning experience. Based on the results of the study, since the p-values of all variables do not exceed the critical value of 0.05, the null hypotheses were all accepted. This implied that there is no statistical difference that exists in the online learning self-efficacy of the students from the two groups.Recommendation–The academic institution, instructors, and students should include the online learning self-efficacy of the students in designing a comprehensive online learning program. It is also recommended to conduct experimental research and explore other demographic factors for future research directions to substantiate the results of the present study.Practical Implications–The higher education institutions would be able to develop a comprehensive design of online delivery of teaching and learning, grounded on the self-efficacy in online learning of the students, to accommodate the needs of various students who lack learning experiences in the context of online learning.

Multiple Intelligences and Vocabulary Levels of the Teacher Education Students: Bases for Instructional Materials Development

2015 ◽  
Vol 13 (1) ◽  
Author(s):  
May T. Delgado
Keyword(s):  
Teacher Education ◽  
Mixed Methods ◽  
Multiple Intelligences ◽  
Numerical Data ◽  
The Philippines ◽  
Multiple Intelligence ◽  
Instructional Materials ◽  
Education Students ◽  
Significant Difference ◽  
Teacher Education Students

With the diversity of learners, identifying their multiple intelligences and vocabulary levels has a significant contribution to the academe. The study, which employed mixed methods, aimed to determine the multiple intelligences and the vocabulary level of the teacher education students enrolled in a state university in the Philippines. The quantitative data were obtained using the MIDAS-24 and the validated vocabulary test; while the qualitative data were obtained from interviews and some documents. The numerical data were processed considering the percentage, mean, standard deviation, and ANOVA, using the SPSS software. The text data were subjected to qualitative analysis, such as documentation, and coding and categorization. The findings revealed the following: (a) considering the multiple intelligence(s) they possessed, the students were grouped into seven clusters, where the most number of them had interpersonal intelligence; (b) when considered as a whole and when classified according to their multiple intelligences, they had an “average” vocabulary level, or they had a limited vocabulary; and (c) no significant difference existed in their vocabulary levels when grouped according to multiple intelligence classification. The results then served as bases on the development of instructional materials designed to complement the students' multiple intelligences and to improve their vocabulary.   Keywords-Education, multiple intelligences, vocabulary level, teacher education students, mixed methods, Philippines  

scholarly journals Grammar Skills of Secondary Teacher Education Students in a State University: Basis for Worktext Development

2021 ◽  
Vol 2 (9) ◽  
pp. 843-849
Author(s):  
Reyna Lyn A. Sahagun
Keyword(s):  
Teacher Education ◽  
Secondary Teacher ◽  
State University ◽  
Education Students ◽  
Parts Of Speech ◽  
English Grammar ◽  
Secondary Teacher Education ◽  
Post Test ◽  
Teacher Education Students ◽  
At Home

The study aimed to determine the standing in the grammar of the freshmen secondary teacher education students of a state university in Zambales, Philippines. Using descriptive research, a questionnaire served as the main instrument in gathering data involving eighty (80) students. A typical respondent is between 16-18 years old, female, speaks Filipino at home, prefers to read in English, and loves short stories as a genre to read. The grammar test consists of three parts: speech; subject-verb agreement; and phrases, clauses, sentences, and sentence patterns. The respondents got the highest scores in the parts of speech. There was a significant increase in their post-test scores. The students should explore and study English grammar and should give more time to appreciate it fully. Gender, language spoken at home, preferred reading materials, and genres should not affect the students' learning. A regular encouragement might help them enhance the students’ grammar skills. Students should practice using English at home, explore reading other genres to develop effective reading habits. The teachers should develop more exciting and up-to-date teaching strategies on improving the students' grammar skills. A worktext can be developed based on the results of the study.

scholarly journals Examining Students’ Confidence to Learn Online, Self-Regulation Skills and Perceptions of Satisfaction and Usefulness of Online Classes

2020 ◽  
Vol 24 (3) ◽  
Author(s):  
Brittany Landrum
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Time Management ◽  
Self Efficacy ◽  
Learning Experience ◽  
Self Regulation ◽  
Past Research ◽  
Perceived Usefulness ◽  
Online Classes ◽  
Online Class

As online class offerings continue to proliferate and more students take at least one online class in college, more research is needed to explore factors that impact students’ perceptions of their online classes. Past research has found a positive relationship between students’ computer self-efficacy and their satisfaction with online learning, but little research has explored how learning management system and online learning self-efficacy relate to perceptions of satisfaction and perceived usefulness of online classes. In addition to confidence, students must also implement and apply their learning skills in an online environment; thus self-regulation and time management as well as past online learning experience are additional factors that have been shown to be related to satisfaction with and usefulness of online learning. This study explores how students’ confidence regarding their ability to use online learning platforms, utilize self-regulation strategies, and their confidence in their ability to learn in online classes predict both their satisfaction with and perceived usefulness of online classes. Multiple regression analyses revealed that students’ confidence to learn online was the strongest positive predictor of satisfaction and usefulness of online classes. The results indicate that exploring students’ purpose and reasons for taking online classes, beyond a students’ skill set and learning strategies, are fruitful directions to pursue when assessing evaluations of online classes. 

scholarly journals 39 Aspekte der Online-Lehre zur Förderung positiven Erlebens und/oder Motivation bei Lehramtsstudierenden: Mixed-Method Befunde zu Beginn von COVID-19 [39 aspects of online teaching to promote positive experience and/or motivation among teacher education students: mixed-method findings at the beginning of COVID-19]

2020 ◽  
Author(s):  
Georg Krammer ◽  
Barbara Pflanzl ◽  
Marlies Matischek-Jauk
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Data Collection ◽  
Goal Orientation ◽  
Mixed Method ◽  
Positive Experience ◽  
Education Students ◽  
Learning Gain ◽  
Teacher Education Students ◽  
Open Materials

Die verordnete Umstellung aufgrund von COVID-19/SARS-CoV-2 im Sommersemester 2019/20 der gesamten Hochschullehre auf Online-Lehre bot die einzigartige Möglichkeit die Online-Lehre in der Lehramtsausbildung zu beforschen. Ziel der vorliegenden Studie war es Empfehlungen für Online-Lehre im Lehramt abgeben zu können. Deshalb haben wir förderlich/hinderlich erlebte Aspekte der Online-Lehre identifiziert (Studie 1) und deren Zusammenhang mit dem positiven/negativen Erleben durch Studierende und deren Lern- und Leistungsmotivation analysiert (Studie 2). In Studie 1 (n=75) wurden qualitativ Aspekte der Online-Lehre erhoben, die Lehramtsstudierende als förderlich bzw. hinderlich für den subjektiven Lernerfolg erlebt haben (offene Materialien: https://osf.io/7knhj). Die Studie wurde vor der Datenerhebung unter https://osf.io/438p6 präregistriert. Wir haben 39 Aspekte mittels qualitativer Inhaltsanalyse identifiziert. In Studie 2 (n=855) wurden diese Aspekte für positive & motivierende bzw. negative & demotivierende Lehrveranstaltungen erhoben und mit der situativen Lern- und Leistungsmotivation (SELLMO) der Lehramtsstudierenden in Bezug gesetzt (offene Materialien: https://osf.io/87v5y). Die Studie wurde vor der Datenerhebung unter https://osf.io/rj5f9 präregistriert. Analysen mit BEST zeigten sieben Aspekte mit sehr großen Unterschieden (|d|>3), 18 mit großen Unterschieden (3>|d|>0.8), sieben mit mittleren/kleinen Unterschieden (0.8>|d|>0.2), und sieben ohne Unterschiede (2>|d|) zwischen positiven & motivierenden bzw. negativen & demotivierenden Lehrveranstaltungen. Multigruppen-Pfadanalysen identifizierten 13 Aspekte, die mit der Lern- und Leistungsmotivation in Zusammenhang standen. Unsere Ergebnisse tragen zum Verstehen von Online-Lehre im Lehramtsstudium bei. Sie zeigen auf, dass Online-Lehre je nach Ziel – positives Erleben, Lern- und Leistungsmotivation, beides – optimiert und gesteuert werden kann. [In the summer semester 2019/20 it was degreed that universities switch to purely online learning due to COVID-19/SARS-CoV-2. This switch offered the unique opportunity to study online learning in teacher education. The aim of the present study was to give recommendations for online learning in teacher education. To this end, we identified aspects of online learning that students experienced beneficial/impeding (study 1) and analyzed their relation to the positive/negative experience of students and their goal orientation (study 2). In study 1 (n=75), we asked students for aspects of online learning that they experienced as beneficially/impeding for their perceived learning gain (open materials: https://osf.io/7knhj/?view_only=6fdba64dadff4d7484c6306b45c301df). The study was pre-registered before data collection (https://osf.io/438p6/?view_only=bcb6291b1dd548d89fe0570070b397fe). We identified 39 aspects by means of qualitative content analysis. In study 2 (n=855), these aspects were rated for positive & motivating or negative & demotivating courses and related to the situational goal achievement (SELLMO) of the teacher education students (open materials: https://osf.io/87v5y/?view_only=bca9dc18dd8847c5bcc96a17d6383ac7). The study was pre-registered before data collection (https://osf.io/rj5f9/?view_only=7fbbdc1c3955472b83d1431357dedbe0). Analyses with BEST showed seven aspects with very large differences (|d|>3), 18 with large differences (3>|d|>0.8), seven with medium/small differences (0.8>|d|>0.2), and seven without differences (2>|d|) between positive & motivating or negative & demotivating courses. Multigroup path analyses identified 13 aspects that were related to goal orientation. Our results contribute to the understanding of online learning in teacher education. They highlight that online learning can be optimized and steered depending on the objective – positive experience, goal orientation, or both.]

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