Learning Engagement and Satisfaction in Online English Classes among BSEd-English Students

Abstract

Background: Poor student satisfaction in online English classes reflects challenges in engagement, interaction, and instructional quality, impacting overall learning outcomes in higher education. Aim: This study aimed to examine the relationship between learning engagement and satisfaction in online English classes among BSED-English students, focusing on skills, emotional, participation/interaction, and performance engagement as predictors of satisfaction in terms of instruction, internet connectivity, and LMS convenience. Study Design: A quantitative descriptive-correlational research design was employed. Place and Duration of the Study: The study was conducted in private colleges in Davao City during the academic year 2022-2023. Methodology: A total of 222 respondents were simple randomly selected. Data were collected using a structured survey questionnaire and analyzed using descriptive and inferential statistical tools, including mean, Pearson correlation, and regression analysis. Results: The findings showed that respondents exhibited a generally high level of learning engagement and satisfaction, reflecting positive online learning experiences. Significant positive relationships were found between all dimensions of engagement and satisfaction, with participation/interaction engagement emerging as the strongest predictor. Regression results further confirmed that engagement significantly predicts satisfaction. Conclusion: The study concluded that enhancing student engagement, particularly through active participation and emotional involvement, is essential in improving satisfaction and strengthening the effectiveness of online English learning environments.