Authors :
Roj Z. Compo
Volume/Issue :
Volume 7 - 2022, Issue 12 - December
Google Scholar :
https://bit.ly/3IIfn9N
Scribd :
https://bit.ly/3GjI9Q5
DOI :
https://doi.org/10.5281/zenodo.7485282
Abstract :
Students’ academic performance in online
learning can be affected by several factors. This study
investigated the predictors of students’ mathematics
performance in online distance learning in terms of
student engagement, instructional quality, online
learning environment effectiveness, and parental
involvement. The descriptive-correlational design was
used in this study. A total of 223 Grade 11 Senior High
School Students in the Basic Education Department of
Misamis University served as respondents who were
selected through stratified random sampling. Survey
questionnaires were used in gathering the data from the
respondents. Mean, Standard Deviation, Pearson
Product – Moment Correlation Coefficient, and Stepwise
Multiple Regression were used to analyze the study's
data. Findings revealed that students were highly
engaged and demonstrated outstanding performance in
their mathematics subject. Students perceived a
satisfactory level of teachers’ instructional quality and
effective use of MS teams as a learning platform. Parents
were found to be highly involved in their children’s
education in dealing with online learning. Moreover,
students’ behavioral engagement, teachers’ professional
knowledge, and classroom management in online
distance learning significantly correlated to students’
mathematics performance. Multiple regression showed
that students’ behavioral engagement and teachers’
professional knowledge significantly predicted the
students’ mathematics performance. This suggests that
teachers’ mastery of the course and students’ direct
participation affects students’ mathematics performance
in online distance learning. This study recommends
investigating other significant predictors of students’
mathematics performance in online distance learning.
Keywords :
behavioral engagement, instructional quality, mathematics performance, professional knowledge
Students’ academic performance in online
learning can be affected by several factors. This study
investigated the predictors of students’ mathematics
performance in online distance learning in terms of
student engagement, instructional quality, online
learning environment effectiveness, and parental
involvement. The descriptive-correlational design was
used in this study. A total of 223 Grade 11 Senior High
School Students in the Basic Education Department of
Misamis University served as respondents who were
selected through stratified random sampling. Survey
questionnaires were used in gathering the data from the
respondents. Mean, Standard Deviation, Pearson
Product – Moment Correlation Coefficient, and Stepwise
Multiple Regression were used to analyze the study's
data. Findings revealed that students were highly
engaged and demonstrated outstanding performance in
their mathematics subject. Students perceived a
satisfactory level of teachers’ instructional quality and
effective use of MS teams as a learning platform. Parents
were found to be highly involved in their children’s
education in dealing with online learning. Moreover,
students’ behavioral engagement, teachers’ professional
knowledge, and classroom management in online
distance learning significantly correlated to students’
mathematics performance. Multiple regression showed
that students’ behavioral engagement and teachers’
professional knowledge significantly predicted the
students’ mathematics performance. This suggests that
teachers’ mastery of the course and students’ direct
participation affects students’ mathematics performance
in online distance learning. This study recommends
investigating other significant predictors of students’
mathematics performance in online distance learning.
Keywords :
behavioral engagement, instructional quality, mathematics performance, professional knowledge
