E-learning Engagements of Pre-service Education Students

Abstract

This study aimed to ascertain the e-learning engagements of selected Pre-service Education students and determined whether the e-learning engagements vary based on the students’ profile variables. The study group of the survey comprised 275 first to third-year students of BSED-Sciences, BTVTED and BSED-Mathematics enrolled at Surigao State College of Technology (SSCT), City Campus. A researchers-made questionnaire was used, validated and tested for reliability using Cronbach Alpha internal consistency coefficient with (α=0.85) for the entire scale (20 items). Distribution of web-based questionnaires thru Google forms followed.  The data collected were treated using frequency, percentage count, mean, standard deviation, and analysis of variance (ANOVA). A descriptive survey research design was also employed. Study results indicated that behavioral, social, cognitive and technological engagements of the students were generally positive. Particularly, social engagement rated very high with a mean score of 2.97 (SD=0.53) indicating a significantly higher influence towards the learner’s online engagement meanwhile, technological engagement rated a lowest mean value of 2.71 (SD=0.55) signifying that students’ e-learning engagements is lesser as unstable internet connection found to be the main technological problem which caused students to get frequent absences during online classes. Additionally, mobile phone devices revealed to be the most useful ICT tool to assist students’ in managing the online learning system. Moreover, the e-learning engagements were found not to vary based on students’ sex and family income. However, students’ age, year level, program and specialization and gadgets used in modular and online classes made a significant difference which shows that the profile differences of Pre-service education students contribute a direct effect towards their online learning engagement. Implications from the results recommend a need to sustain social interaction between stakeholders, increased students’ online resources and community support by provision of learners’ online learning demands.