Role of Social Support Toward Student Academic Self-Efficacy in Online Learning During Pandemic

Saefudin, Wahyu; SRIWIYANTI, SRIWIYANTI; Yusoff, Siti Hajar Mohamad

doi:10.20414/jtq.v19i2.4221

Cited by 11 publications

(7 citation statements)

References 45 publications

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“…Although there are challenges and obstacles during a health crisis, friends and family members are of great help in mediating stressful environments. During the pandemic, social support toward the students can help them ease the difficult situation, enhance their self-efficacy and positively improve their mental and emotional health (Elmer et al, 2020;Saefudin et al, 2021). A reverse result was revealed in model 3, which shows that a lower perception of physical health results in a higher level of study habits.…”

Section: Discussionmentioning

confidence: 99%

On Modeling Students’ Study Habits in Statistics under Distance Education

Casinillo

2024

CJFY

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This article aimed to pave an argument that explains the study habits in learning statistics and its influencing factors among students at Visayas State University during the new normal. Cross-sectional and primary data were gathered from an available sample of students using a developed semi-structured questionnaire through a Google Form survey. The data were summarized using standard statistical measures and the ordinary least square (OLS) regression model was employed to depict the different causal factors of study habits in statistics. Results revealed that the students' study habit in statistics during distance education is "good" despite the challenges they are facing in online learning. The OLS models revealed that the significant factors of the student's study habits during the pandemic include "sex", "leisure activities", "social relationship", "physical health" and "availability of laptop". The study suggests that statistics teachers must encourage their students to develop time management to enhance their study habits.

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Section: Discussionmentioning

confidence: 99%

On Modeling Students’ Study Habits in Statistics under Distance Education

Casinillo

2024

CJFY

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“…Academic self-efficacy (ASE) has also been shown to improve academic success in online learning (Wolverton et al, 2020). Self-efficacy affects students' motivation, learning strategies, and online learning engagement and achievement (Bedi, 2023;Saefudin & Yusoff, 2021;She et al, 2021). This study shows that LP is essential in hybrid MOOCs.…”

Section: Learning Presence and Students' Engagementmentioning

confidence: 92%

The community of inquiry as a tool for measuring student engagement in blended massive open online courses (MOOCs): a case study of university students in a developing country

Edumadze,

Govender

2024

Smart Learn. Environ.

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While massive open online courses (MOOCs) promise to democratise access to education, the literature reveals a nuanced understanding of engagement in these settings, especially in resource-constrained environments. Blended MOOCs combine MOOCs and physical classroom settings of contents and instructions. This study extends this discourse by focusing on blended MOOCs, which remain under-explored in the context of developing countries. The blended MOOC at the University of Cape Coast (UCC), Ghana, deals with third-party MOOCs as open educational resources (OERs) integrated with campus-based courses. UCC students have been using such blended MOOCs since 2016, when all level 100 students were mandated to enrol in a course entitled Information Technology Skills (ITS101). ITS101 is aligned to courses in a MOOC platform called Alison as an OER. Students' engagement is key to their continued use and satisfaction with online learning, such as MOOCs. However, among all the e-learning modes, students' engagement is the lowest in MOOCs, leading to high dropout rates. Blended MOOCs are one of the techniques recommended to reverse the undesirability of MOOCs, including engagement. However, few studies have been conducted on students' engagement in blended MOOCs, especially among university students in sub-Saharan Africa using MOOCs as OERs. Thus, this paper aims to measure student engagement in blended MOOCs using the revised Community of Inquiry for university students in a developing country. The rationale is to determine whether factors affect engagement positively or negatively. A two-stage cluster sampling technique was used to determine the participants for this study. A list of blended MOOC classes offered at UCC was obtained from the staff's mailing list. In the first stage, academic levels (100, 200, 300 and 800) were randomly selected from the strata using a lottery sampling technique. In the second stage, another simple random selection of blended MOOC courses or classes was used within each selected academic level. All students in the selected classes were then included in the study. Partial Least Squares Structural Equation Modelling was used to validate the model on the predictive relationships existing among the four presences (cognitive, learning, social and teaching) and engagement. Results from the structural model analysis proved a statistically significant predictive relationship among the constructs within the model. Learning presence had the most significant effect on student engagement. Thus, it should be included as one of the presences in the community of inquiry.

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“…Low learning outcomes caused by ineffective learning and learning loss can actually be overcome if students have confidence in their abilities, which is also called self-efficacy (Bandura, 1994;Dachi & Perdana, 2021;Hibatullah et al, 2022;Schunk & Pajares, 2002). Through self-efficacy, students believe that they have abilities or strengths to change certain situations or competencies (Marzano & Kendall, 2007;Wu et al, 2012), which influence choices, goals, reactions, emotions, efforts, behavior, and students' adaptation process during learning (Saefudin et al, 2021). According to Ahn and Bong (2018), Bandura (1994), and Ritchie and Williamon (2010), students who have strong self-efficacy are more likely to engage in challenging tasks, set more difficult goals, show more effective and efficient learning strategies, and last longer than students who have weak self-efficacy.…”

Section: Introductionmentioning

confidence: 99%

“…Based on that, selfefficacy will help students to achieve independence in learning or to be self-regulated learners (Schunk & Pajares, 2002). Therefore, during this pandemic period, self-efficacy has a very important role for students in the learning process (Ahmed et al, 2022;Saefudin et al, 2021), especially to increase motivation that allows students to use their potential optimally (Hibatullah et al, 2022;Wallace & Kernozek, 2017). Based on the ineffectiveness of learning and its relationship to self-efficacy, especially in biology learning, it is important to conduct an analysis of the learning process carried out by teachers during the COVID-19 pandemic, especially regarding the learning tasks given by teachers and their relationship to student self-efficacy.…”

Section: Introductionmentioning

confidence: 99%

Biology learning tasks variation during COVID-19 pandemic and its effect on students’ self-efficacy

Tuzzahra

Rahmat

Hamdiyati

2022

JPBI

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Changes in the learning process during the COVID-19 pandemic require quick adaptation from teachers and students to immediately achieve learning goals. However, it remains ineffective, resulting in a threat of learning loss. This condition can be overcome if students have confidence in their abilities or self-efficacy. It is important to do an analysis related to biology learning tasks taught by the teachers and students’ self-efficacy. This study aims to analyze biology learning tasks variation during the COVID-19 pandemic and its effect on students’ self-efficacy. This study used descriptive design with cross-sectional survey method. Samples were taken using the convenience sampling technique from five public schools. 446 students out of 465 total students and seven biology teachers participated in this study as respondents. The instruments used in this study were rubrics for quantifying learning tasks and self-efficacy questionnaires given to students after Biology Learning. The results show that all learning modes in Biology Learning during the COVID-19 pandemic have learning tasks that were more dominant in the low-level cognitive process. The dominant learning tasks include retrieval and comprehension, while learning tasks with a higher level of cognitive processing such as analysis, knowledge utilization, and metacognitive only cover a small part of the whole Biology learning process. There were no learning tasks that reached the highest level of cognitive process (self-system). The result of self-efficacy in all learning modes was high, but it was higher in learning modes that used hybrid learning. Biology learning tasks given by the teachers during the COVID-19 pandemic have an effect on students’ self-efficacy.

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Role of Social Support Toward Student Academic Self-Efficacy in Online Learning During Pandemic

Cited by 11 publications

References 45 publications

On Modeling Students’ Study Habits in Statistics under Distance Education

On Modeling Students’ Study Habits in Statistics under Distance Education

The community of inquiry as a tool for measuring student engagement in blended massive open online courses (MOOCs): a case study of university students in a developing country

Biology learning tasks variation during COVID-19 pandemic and its effect on students’ self-efficacy

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