SHS Students’ Engagement in Online Synchronous Collaborative Learning Activities: Correlations with Self-efficacy, Peer’s Social Support, Well-being and Academic Performance

Document Types

Paper Presentation

Research Theme (for Paper Presentation and Poster Presentation submissions only)

21st Century Learning and Innovations (CLI)

Research Advisor (Last Name, First Name, Middle Initial)

Myla M. Arcinas

Start Date

12-5-2022 3:30 PM

End Date

12-5-2022 5:30 PM

Abstract/Executive Summary

The pandemic of COVID-19 prompted a number of paradigm shifts throughout society, including education. This study aimed to examine the relationships between students' engagement in online synchronous collaborative learning activities (OSCLA) and their self-efficacy (LSE), peer social support (LPSS), state of well-being (SWB), and academic performance in Grade 12 senior high school (SHS) (LAP). A total of 176 Filipino Grade 12 SHS students, aged 18 years and older, from a private educational institution were purposively selected for this study. Data was generated using an online survey. Results show that collaborative learning activities are frequently conducted (median = 4) in their synchronous online classes. It also revealed that their LSE is high (median = 4), their LPSS is high (median = 4), their LE is moderate (median = 3), their SWB is high (median = 4), and their LAP is high (median = 94.85). The results showed a statistically significant correlation of their LSE (r = 0.69, p 0.001) and LPSS with their OSCLA LE (r = 0.438, p 0.001). A statistically significant positive moderate correlation between LE and SWB (r = 0.536, p 0.001) was also found, however, no correlation was found between their OSCLA LE and LAP (r = 0.065, p = 0.393). Thus, the use of a well-designed OSCLA is strongly recommended because it positively impacts students' SWB but should be regularly reviewed for its effectiveness to improve the LAP.

Keywords

online synchronous collaborative learning activities; self-efficacy; social support; well-being; academic performance

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May 12th, 3:30 PM May 12th, 5:30 PM

SHS Students’ Engagement in Online Synchronous Collaborative Learning Activities: Correlations with Self-efficacy, Peer’s Social Support, Well-being and Academic Performance

The pandemic of COVID-19 prompted a number of paradigm shifts throughout society, including education. This study aimed to examine the relationships between students' engagement in online synchronous collaborative learning activities (OSCLA) and their self-efficacy (LSE), peer social support (LPSS), state of well-being (SWB), and academic performance in Grade 12 senior high school (SHS) (LAP). A total of 176 Filipino Grade 12 SHS students, aged 18 years and older, from a private educational institution were purposively selected for this study. Data was generated using an online survey. Results show that collaborative learning activities are frequently conducted (median = 4) in their synchronous online classes. It also revealed that their LSE is high (median = 4), their LPSS is high (median = 4), their LE is moderate (median = 3), their SWB is high (median = 4), and their LAP is high (median = 94.85). The results showed a statistically significant correlation of their LSE (r = 0.69, p 0.001) and LPSS with their OSCLA LE (r = 0.438, p 0.001). A statistically significant positive moderate correlation between LE and SWB (r = 0.536, p 0.001) was also found, however, no correlation was found between their OSCLA LE and LAP (r = 0.065, p = 0.393). Thus, the use of a well-designed OSCLA is strongly recommended because it positively impacts students' SWB but should be regularly reviewed for its effectiveness to improve the LAP.