Student Perceptions of Digital Tools in General Education Courses: An Exploratory Factor Analysis in a Philippine Private University

Abstract

Aims: This study investigates students’ perceptions of digital tool utilization in General Education courses and compares their experiences in onsite and online learning environments. It aimed to identify the key dimensions of these perceptions and determine whether significant differences exist between delivery modalities. Study Design: Quantitative, cross-sectional, and comparative research employing exploratory factor analysis and inferential statistics. Place and Duration of Study: Conducted at a private higher education institution in the Philippines during the second semester of the 2024–2025 academic year. Methodology: A structured 40-item questionnaire was distributed to 302 college students. Exploratory Factor Analysis (EFA) using Principal Axis Factoring with Varimax rotation was employed to extract underlying dimensions. Cronbach’s alpha was used to assess internal consistency. Descriptive statistics summarized student responses, and paired samples t-tests were used to compare perceptions across onsite and online learning contexts. Results: Three valid and reliable dimensions were identified: Digital Learning Support (α = 0.909), Engagement and Motivation (α = 0.928), and Access and Confidence (α = 0.834). Students expressed generally positive perceptions, with Digital Learning Support rated highest in onsite settings. Significant differences were found in Digital Learning Support (t = 19.74, p = 0.001) and Engagement and Motivation (t = -2.23, p = 0.027), while Access and Confidence showed no significant difference (t = -1.01, p = 0.312). Conclusion: Students held favorable perceptions of digital tool use across both modalities. Onsite settings were associated with stronger digital support, while online environments slightly enhanced engagement. The findings support the adoption of blended learning models that combine the strengths of both delivery modes.