Factors Affecting the E-learning Experience of the College Students in a General Education Course
Paolo B. Araune
https://orcid.org/0009-0009-4803-5142
paraune@xu.edu.ph
Department of Economics, Xavier University-Ateneo de Cagayan
Corrales Avenue, Cagayan de Oro City, Philippines
DOI: https://doi.org/10.54476/ioer-imrj/026032
ABSTRACT
E-learning has emerged as the primary response for the continuity of education during the COVID-19 pandemic. This mode of learning relies on digital devices and emphasizes accessibility to the internet, the primary conduit for information. This research explores the impact of college students’ gender, year level, scholarship status, monthly family income, and monthly internet expenditure on their e-learning experience in a general education course. Employing a descriptive methodology and quantitative research design, data was collected using a survey questionnaire based on the Demand-Driven Learning Model (DDLM) and a 4-point Likert scale, validated with Cronbach’s Alpha. The sample size of 251 respondents was determined using Cochran’s formula and selected through stratified random sampling. Results revealed significant differences in students’ e-learning experiences based on gender (content, delivery, service, and outcome), year level (content, delivery, and outcome), scholarship status (service), and monthly internet expenditure (service). No significant difference was found in terms of monthly family income. The study recommends applying the collected data to enhance factors influencing the quality of students’ e-learning experiences, encompassing content, delivery, service, and outcome. These findings contribute additional evidence, information, arguments, and perspectives. The paper’s structure, design, and methodology can serve as a model for other e-learning courses offered at the university.
Keywords: education; pandemic; Demand-Driven Learning Model (DDLM); Likert scale; Philippines