Albert Andry Panergayo - Academia.edu (original) (raw)
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Papers by Albert Andry Panergayo
Jurnal Pendidikan Progresif
International Journal of Computing, Feb 19, 2021
Purpose–This paper attempted to describe the online learning self-efficacy of Teacher education s... more Purpose–This paper attempted to describe the online learning self-efficacy of Teacher education students from two groups with and without prior online learning experience in one state university in the Philippines. It further determined whether the self-efficacy of the two groups are comparable as to learning in the online environment, time management, and technology use. Methodology–The researchers utilized the Online Learning Self-Efficacy Scale (OLSES) to collect the necessary data to assess and compare the level of online learning self-efficacy of the respondents from the two groups. Three hundred and eighty-seven Teacher Education students with and without prior online learning experienceparticipated in the study. Results–The study revealed that both groups rated their self-efficacy in learning in the online environment, time management, and technology use as very good. However, the students with online learning experience yielded a relatively higher online learning self-efficacy in all three domains compared to the students without an online learning experience. The study further showed that there is no significant difference in the online learning self-efficacy betweenthe two groups. Conclusion–The Teacher Education students assessed their online learning self-efficacy as very good regardless of their online learning experience. Based on the results of the study, since the p-values of all variables do not exceed the critical value of 0.05, the null hypotheses were all accepted. This implied that there is no statistical difference that exists in the online learning self-efficacy of the students from the two groups.Recommendation–The academic institution, instructors, and students should include the online learning self-efficacy of the students in designing a comprehensive online learning program. It is also recommended to conduct experimental research and explore other demographic factors for future research directions to substantiate the results of the present study.Practical Implications–The higher education institutions would be able to develop a comprehensive design of online delivery of teaching and learning, grounded on the self-efficacy in online learning of the students, to accommodate the needs of various students who lack learning experiences in the context of online learning.
International Journal of Computing Sciences Research, 2022
Purpose–This paper attempted to describe the online learning self-efficacy of Teacher education s... more Purpose–This paper attempted to describe the online learning self-efficacy of Teacher education students from two groups with and without prior online learning experience in one state university in the Philippines. It further determined whether the self-efficacy of the two groups are comparable as to learning in the online environment, time management, and technology use. Methodology–The researchers utilized the Online Learning Self-Efficacy Scale (OLSES) to collect the necessary data to assess and compare the level of online learning self-efficacy of the respondents from the two groups. Three hundred and eighty-seven Teacher Education students with and without prior online learning experienceparticipated in the study. Results–The study revealed that both groups rated their self-efficacy in learning in the online environment, time management, and technology use as very good. However, the students with online learning experience yielded a relatively higher online learning self-effica...
International Journal of Information and Education Technology, 2021
This paper investigates the mediating role of perceived usefulness and perceived ease of use on t... more This paper investigates the mediating role of perceived usefulness and perceived ease of use on the effect of online learning self-efficacy factors: learning in an online environment, time management, and technology use to the students' behavioral intention to use learning management system. A cross-sectional explanatory research design was employed to collect and interpret the data gathered from 470 senior high students. Mediation analyses were initiated using PROCESS v3.5 following the procedure of Hayes (2013). Findings revealed that the three online learning self-efficacy factors, perceived usefulness, and perceived ease of use could explain the variation of students' behavioral intention to use. The results further showed that perceived usefulness and ease of use are both significant mediators in the relationship between online learning self-efficacy factors and student's behavioral intention to use. These results suggest that the future intention to use is higher w...
Universal Journal of Educational Research, 2020
The global pandemic due to the emergence of COVID-19 impacted the education sector causing the dr... more The global pandemic due to the emergence of COVID-19 impacted the education sector causing the dramatic shift from conventional to flexible learning. To sustain learning continuity, online learning modality rises as a promising instructional response to the pandemic. This study utilized correlational research to explore the factors influencing the online learning self-efficacy of the 387 (57%) teacher education students. It also described the online learning self-efficacy, online readiness, coping strategies, and familiarity and capability of students to educational technology tools. The content-validated and researcher-made instrument which established an excellent reliability index (0.96), was administered via Google forms. Multiple regression analysis was employed to determine the significant predictors of the students' online learning self-efficacy. The results revealed that online readiness, coping strategies, and familiarity and capability significantly explain the variation in the student's self-efficacy to learn online. The administration and the teachers may consider the students' computer skills, reflect on their readiness for online learning, and understand their coping mechanisms in the digital classroom. These factors could be sourced out in developing instructional materials to meet the diverse needs of the students.
Jurnal Pendidikan Progresif
Objective: This study investigated the factors influencing the science teaching efficacy of Filip... more Objective: This study investigated the factors influencing the science teaching efficacy of Filipino science teachers. Methods: A correlational research design was employed to collect the data from 261 Filipino science teachers using adapted and validated research instrument, encoded and administered via web-based program. Findings: The results uncovered that student technology use, 21st century learning attitudes, and teacher leadership attitudes are not significant predictors of science teaching efficacy. The teaching outcome expectancy beliefs, STEM instruction, and STEM career awareness, however, can significantly explain the variation in the science teaching efficacy of the respondents. This indicates that teacher actions in science classroom, their pedagogical practices, and their awareness to STEM-fields should be considered in crafting capacity building program for science teachers. Conclusions: These factors are crucial in enhancing of teacher quality of science educators, thereby, uplifting the quality of science education in the country.
Jurnal Pendidikan Progresif
International Journal of Computing, Feb 19, 2021
Purpose–This paper attempted to describe the online learning self-efficacy of Teacher education s... more Purpose–This paper attempted to describe the online learning self-efficacy of Teacher education students from two groups with and without prior online learning experience in one state university in the Philippines. It further determined whether the self-efficacy of the two groups are comparable as to learning in the online environment, time management, and technology use. Methodology–The researchers utilized the Online Learning Self-Efficacy Scale (OLSES) to collect the necessary data to assess and compare the level of online learning self-efficacy of the respondents from the two groups. Three hundred and eighty-seven Teacher Education students with and without prior online learning experienceparticipated in the study. Results–The study revealed that both groups rated their self-efficacy in learning in the online environment, time management, and technology use as very good. However, the students with online learning experience yielded a relatively higher online learning self-efficacy in all three domains compared to the students without an online learning experience. The study further showed that there is no significant difference in the online learning self-efficacy betweenthe two groups. Conclusion–The Teacher Education students assessed their online learning self-efficacy as very good regardless of their online learning experience. Based on the results of the study, since the p-values of all variables do not exceed the critical value of 0.05, the null hypotheses were all accepted. This implied that there is no statistical difference that exists in the online learning self-efficacy of the students from the two groups.Recommendation–The academic institution, instructors, and students should include the online learning self-efficacy of the students in designing a comprehensive online learning program. It is also recommended to conduct experimental research and explore other demographic factors for future research directions to substantiate the results of the present study.Practical Implications–The higher education institutions would be able to develop a comprehensive design of online delivery of teaching and learning, grounded on the self-efficacy in online learning of the students, to accommodate the needs of various students who lack learning experiences in the context of online learning.
International Journal of Computing Sciences Research, 2022
Purpose–This paper attempted to describe the online learning self-efficacy of Teacher education s... more Purpose–This paper attempted to describe the online learning self-efficacy of Teacher education students from two groups with and without prior online learning experience in one state university in the Philippines. It further determined whether the self-efficacy of the two groups are comparable as to learning in the online environment, time management, and technology use. Methodology–The researchers utilized the Online Learning Self-Efficacy Scale (OLSES) to collect the necessary data to assess and compare the level of online learning self-efficacy of the respondents from the two groups. Three hundred and eighty-seven Teacher Education students with and without prior online learning experienceparticipated in the study. Results–The study revealed that both groups rated their self-efficacy in learning in the online environment, time management, and technology use as very good. However, the students with online learning experience yielded a relatively higher online learning self-effica...
International Journal of Information and Education Technology, 2021
This paper investigates the mediating role of perceived usefulness and perceived ease of use on t... more This paper investigates the mediating role of perceived usefulness and perceived ease of use on the effect of online learning self-efficacy factors: learning in an online environment, time management, and technology use to the students' behavioral intention to use learning management system. A cross-sectional explanatory research design was employed to collect and interpret the data gathered from 470 senior high students. Mediation analyses were initiated using PROCESS v3.5 following the procedure of Hayes (2013). Findings revealed that the three online learning self-efficacy factors, perceived usefulness, and perceived ease of use could explain the variation of students' behavioral intention to use. The results further showed that perceived usefulness and ease of use are both significant mediators in the relationship between online learning self-efficacy factors and student's behavioral intention to use. These results suggest that the future intention to use is higher w...
Universal Journal of Educational Research, 2020
The global pandemic due to the emergence of COVID-19 impacted the education sector causing the dr... more The global pandemic due to the emergence of COVID-19 impacted the education sector causing the dramatic shift from conventional to flexible learning. To sustain learning continuity, online learning modality rises as a promising instructional response to the pandemic. This study utilized correlational research to explore the factors influencing the online learning self-efficacy of the 387 (57%) teacher education students. It also described the online learning self-efficacy, online readiness, coping strategies, and familiarity and capability of students to educational technology tools. The content-validated and researcher-made instrument which established an excellent reliability index (0.96), was administered via Google forms. Multiple regression analysis was employed to determine the significant predictors of the students' online learning self-efficacy. The results revealed that online readiness, coping strategies, and familiarity and capability significantly explain the variation in the student's self-efficacy to learn online. The administration and the teachers may consider the students' computer skills, reflect on their readiness for online learning, and understand their coping mechanisms in the digital classroom. These factors could be sourced out in developing instructional materials to meet the diverse needs of the students.
Jurnal Pendidikan Progresif
Objective: This study investigated the factors influencing the science teaching efficacy of Filip... more Objective: This study investigated the factors influencing the science teaching efficacy of Filipino science teachers. Methods: A correlational research design was employed to collect the data from 261 Filipino science teachers using adapted and validated research instrument, encoded and administered via web-based program. Findings: The results uncovered that student technology use, 21st century learning attitudes, and teacher leadership attitudes are not significant predictors of science teaching efficacy. The teaching outcome expectancy beliefs, STEM instruction, and STEM career awareness, however, can significantly explain the variation in the science teaching efficacy of the respondents. This indicates that teacher actions in science classroom, their pedagogical practices, and their awareness to STEM-fields should be considered in crafting capacity building program for science teachers. Conclusions: These factors are crucial in enhancing of teacher quality of science educators, thereby, uplifting the quality of science education in the country.