Self-efficacy and Learning Strategies in the Context of Online Learning

DOI

10.2991/978-2-38476-056-5_55How to use a DOI?

Keywords

Self-efficacy; learning strategies; online learning; the context of online learning

Abstract

Understanding self-efficacy in the context of online learning is vital to improve learning in the new normal way of education, which can be a key component of academic success in distance education. In an academic situation, it can be assumed that learners with high self-efficacy have higher motivation to learn, resulting in higher academic achievements because those learners believe that they can achieve their goals. This study determined the Self-efficacy and Learning Strategies in the Context of Online Learning. The participants of this study were taken from second-year to fourth-year students of Bachelor of Elementary Education (BEEd) with a total of 192 learners in Nueva Ecija University of Science and Technology, Sumacab Campus in Cabanatuan City. This study was conducted following a quantitative-descriptive research design. The process involved conducting a survey or questionnaire checklist with a 4-point Likert scale through an online survey platform for the respondents. Stratified random sampling was utilized to select the respondents mentioned. Descriptive statistics were utilized to describe and analyze the characteristics, frequencies, trends, and categories derived from the data collected. The majority of the respondents were second-year students obtaining a general weighted average of 2.00–2.75. The self-efficacy of the students was divided into personal ability, academic performance ability, and emotional ability. The study revealed that the students are confident in their self-efficacy due to dedication and commitment to studying, accomplishing set goals, and developing skills; prefer to understand materials that are challenging for coping with intellectual demands and also for the certainty of an excellent job on assignments and tests in distance learning; and aside from the inability to ask instructions to faculty due to personal reasons, enjoy online classes. Also, it was revealed that in terms of the verbal, non-verbal, and visual strategies of effective learning communication, the students exert effort in practicing materials, reading out notes, charts, and diagrams taken during online classes over and over, and gathering information from different sources to achieve mastery and retention. It was also found that the students’ self-efficacy in personal ability does not affect their verbal effective learning strategy, and finally, aside from the mentioned exception, self-efficacy generally relates to the student’s verbal, non-verbal, and visual effective learning strategies in the context of online learning.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Andrea P. Adigue
AU  - Jenny Rose O. Tumacder
AU  - Jomar M. Urbano
PY  - 2023
DA  - 2023/07/26
TI  - Self-efficacy and Learning Strategies in the Context of Online Learning
BT  - Proceedings of the 3rd International Conference on Education and Technology (ICETECH 2022)
PB  - Atlantis Press
SP  - 547
EP  - 564
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-056-5_55
DO  - 10.2991/978-2-38476-056-5_55
ID  - Adigue2023
ER  -