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All Journal International Journal of Educational Research and Social Sciences (IJERSC)
D. Gorospe, EdD, Joanne
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E-Learning Related Attitudes, English Language Learning Strategies, And Academic Performance In English Of Grade 9 Students Of Divine Word College Of San Jose Joy M. Ocampo, MAT, Hanna; D. Gorospe, EdD, Joanne
International Journal of Educational Research & Social Sciences Vol. 3 No. 2 (2022): April 2022
Publisher : CV. Inara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v3i2.330

Abstract

This study aimed to assess students’ academic performance in English by looking through their e-learning related attitudes and their English language learning strategies. Descriptive-correlational and descriptivepredictive research designs were used in this study. Respondents of the study were 150 Grade 9 students of who were enrolled in English 9 synchronous learning and were selected through probability sampling. Respondents’ attitude toward e-learning was measured using Test of E-learning Related Attitude (TeLRA) Scale and the extent of English language learning strategies of the students was measured using Strategy Inventory of Language Learning (SILL). Their academic performance in English was measured based on their quarterly grades in their English subject. Results of the study revealed that the students have neutral attitude toward e-learning and they use English language learning strategies such as affective, memory compensation, metacognitive, cognitive, and social strategies at a high extent. The students were found highly proficient in English. No significant relationship was found between and among e-learning related attitudes, English language learning strategies, and academic performance in English. Moreover, only metacognitive strategies best predicts academic performance and only challenges of e-learning best predicts the English language learning strategies of the students. This study concluded that e-learning attitude and English language strategies has nothing to do with students' academic performance in English.
Attitude Toward Online English Learning, Satisfaction On The Use Of Virtual English Learning Environment, And English Performance Of Junior High Schoolstudents Of Pedro T. Mendiola Sr. Memorial National High School Ruth G. Hablo, Mat, Diana; D. Gorospe, Edd, Joanne
International Journal of Educational Research & Social Sciences Vol. 3 No. 2 (2022): April 2022
Publisher : CV. Inara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v3i2.352

Abstract

This study aimed to find the relationship between and among the students’ attitude toward online English learning, satisfaction on the use of virtual English learning environment, and English performance. Descriptive-correlational and descriptive-predictive research designs were used in this study. A total of 150 junior high school students of Pedro T. Mendiola Sr. Memorial National High School enrolled in online classes of School Year 2020-2021 were the respondents of the study. The respondents were selected through stratified random sampling. The data were gathered and analyzedusing a closed questionnaire with 5-point Likert Scale. Results of the study revealed that the students have a neutral attitude towards online English learning, and also neutral in terms of interest in computer and adoption of online learning, effectiveness of online learning, and ease-ness in using online learning. The students have high level of satisfaction on the use of virtual English learning environment, in terms of learner interface, learning community, content, and usefulness. The students have a high performance in English. The students’ attitude towards online English learning is significantly related to their level of satisfaction on the use of virtual learning environment. The students’ attitude towards online English learning has significant relationship with their English performance. The students’ satisfaction on the use of virtual English learning environment and their English performance are significantly related. The factors of attitude towards OEL that predict the satisfaction on the use of VELE of the students are effectiveness of online learning and ease-ness in using online learning. None of the factors of attitude towards online English learning best predicts the English performance of the students. None of the factors of satisfaction on the use of virtual learning environment best predicts the English performance of the students. With the findings of the study, it is concluded that the students’ attitude towards online English learning and their
Co-Authors Joy M. Ocampo, MAT, Hanna Ruth G. Hablo, Mat, Diana