Teaching Competence and Online Student Engagement of the Bachelor of Elementary Education Students

Abstract

The primary purpose of the study was to determine the significant influence of the teaching competence of the faculty on the online student engagement of the Bachelor of Elementary Education students. This study utilized a non-experimental quantitative design using a predictive correlation technique. The main instruments used were adapted and slightly modified questionnaires downloaded from various authors to gather the intended data. These were administered to randomly selected BEEd students from the first to fourth year levels as respondents to the study. The collected data were statistically analyzed with a weighted mean, standard deviation, Pearson Product-Moment Correlation, and Linear Regression Analysis. The results revealed that the level of teaching competence of the faculty was very high, while online student engagement was high. Additionally, it was shown that there was a significant relationship between the teaching competence of the faculty and online student engagement. The study revealed that the teaching competence of the faculty significantly influenced the online student engagement of the BEEd students. Finally, the study recommended that administrators initiate teacher training workshops to maintain the very high level of teaching competence among the CTE faculty. These workshops should also equip instructors with the necessary skills to improve online student engagement among BEEd students.