Students and Parents Satisfaction with Online Learning
Keywords:
Online Learning, Student Satisfaction, Parents’ Satisfaction, Learning Experiences, School SupportAbstract
This study sought to examine the satisfaction of the selected Grade 12 senior high school students of Adamson University and the selected parents with children studying at Adamson University towards their online learning experiences during the Covid-19 pandemic. This study made use of the descriptive correlational method of research design. A total of 305 SHS grade 12 students and 50 parents were utilized as the respondents. The respondent's survey questionnaire in a google form was utilized in the study. The statistical treatment applied were weighted mean average, standard deviation, Cronbach alpha, and Pearson r correlation coefficient. The overall mean rating result of 3.32 and overall standard deviation of 0.38 the findings show that the students are satisfied with their online learning experiences. The parents were satisfied with their child’s interaction in the virtual classroom (synchronous, interaction with content (asynchronous), and time spent in learning. This inference was based on the obtained overall mean rating of 2.91 and overall standard deviation (SD) of 0.02. The students and parents were satisfied with the schools' support for online classes. This study concludes that the students are very satisfied with the online infrastructure provided by the university. The parents are satisfied with the quality of experience and school support to their children. The correlations between the students’ and parents’ levels of satisfaction with online learning and school support were significantly moderately correlated. Implications for research and practice were identified. Like, to better elucidate the diverse needs of the children and their families, to determine if modification of online learning has occurred, and to investigate the changes in parents’ and students’ satisfaction with online learning.
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