Learning Strategies and Readiness towards Blended learning in English Subjects as Predictors of Students’ Satisfaction during the COVID-19 Pandemic
Joseph Dave M. Pregoner, Josephine B. Baguio
Asian Journal of Education and Social Studies · pp. 170–184 · Published 6 Mar 2024
10.9734/ajess/2024/v50i41321Abstract
This study aimed to determine the learning strategies and readiness towards blended learning in English subjects and their relationship with the satisfaction of senior high school learners during the COVID-19 pandemic. Using a descriptive-correlational research design, a total of 174 senior high school students of a secondary education institution in Davao City, Philippines, were surveyed using standardized questionnaires. In retrospect to the mandate of the IATF on the classification of Davao City, whereby physical and/or face-to-face survey conduct is not feasible, the researcher conducted an online survey. The data was analyzed using the mean, standard deviation (SD), Pearson product-moment correlation, and simple and multiple linear regression. The findings revealed that the level of learning strategies, readiness towards blended learning, and satisfaction of learners was high. Both learning strategies and blended learning readiness were significantly (p=0.000) positively correlated with student satisfaction. Students who had better learning strategies and are more prepared for blended learning tend to be more satisfied with it. Both factors also individually have a significant (p=0.000) positive influence on satisfaction. This suggested that each factor on its own contributes to higher satisfaction. Even when considered together, both factors still significantly (p=0.000) influence satisfaction. This indicated that they both play independent roles in determining student satisfaction.
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