Engagement and Academic Performance of Online Learners

Abstract

The COVID-19 pandemic necessitated a rapid transformation in education delivery, leading to the widespread adoption of online distance learning (ODL) in the Philippines. However, concerns have arisen regarding the potential implications of this shift on educational quality, particularly in light of challenges such as limited technology access and inadequate internet infrastructure. This study explores the relationship between student engagement and academic performance of Junior High School online learners within a private educational institution in Quezon City, Philippines, during the academic year 2021-2022. Student engagement, encompassing behavioral, cognitive, and emotional dimensions, was found to be high, with behavioral and emotional engagement being particularly prominent.  Notably, female students demonstrated higher engagement levels compared to their male counterparts. The academic performance of online learners proved to be consistently very satisfactory across various subjects. Importantly, a significant positive correlation was identified between student engagement and academic performance. Online learners encountered several challenges, including issues related to unreliable internet connectivity, environmental distractions, and the weight of academic workloads. To enhance the online learning experience, recommendations include encouraging students to actively participate in their education, designing engaging and interactive lessons for teachers, and fostering collaboration between parents and educators to monitor students' progress. Curriculum designers should also explore opportunities for optimizing the use of e-learning tools. Future research avenues may involve a more in-depth examination of different dimensions of student engagement and a focused exploration of academic performance within specific subjects or contexts..