The global pandemic has brought an unforeseen change in the field of education. Different schools have to shift to online teaching to continue the students' education to cope with the adversity. This study explores the students’ satisfaction, self-efficacy, and academic achievement using online learning materials in the Science, Technology, and Society course. This study employed a mixed-method action-research design and utilized a case study approach. The researcher used the Students Satisfaction in Distance Learning Questionnaire, Self-Efficacy for Self-Directed Learning Questionnaire, teacher-made tests (pretest and posttest), interview, and reflective journal sources of data. The quantitative and qualitative data were analyzed using the joint display analysis. This case study's intervention was implemented in a private college in Manila, Philippines, where 25 students participated. After the intervention, most students are satisfied with the teacher and the students' interaction, the teacher’s performance, and the course content. Simultaneously, the student has commendable self-directed skills in performing the online tasks that made them efficient in the course. Moreover, there is an increase in the students' scores in the posttest, revealing a significant and higher difference from the pretest, making the online learning materials in STS effective. Still, the students’ learning primarily depends on the lesson design, materials, teacher’s technical abilities, modes of interaction, and the course's relevance. Thus, the teachers should emphasize the lesson design, develop technological skills, promote proper communication with the students, provide meaningful learning activities, consider students’ mental health, and use asynchronous online teaching strategies.
Jose Noel Fabia, De La Salle, College of St. Benilde, Philippines
Maricar Prudente, De La Salle University, Philippines