Authors : Alberth C. Vertudazo; Sheila E. Co-Aco; Manny P- Eviota; Ecoben Karen Joy; Melody Jake 0. Saturos; Reneth I. Calba; Ma-Claire R. Betonio

Volume/Issue : Volume 9 - 2024, Issue 10 - October

Google Scholar : https://shorturl.at/rezHr

Scribd : https://tinyurl.com/4ftepfuw

DOI : https://doi.org/10.38124/ijisrt/IJISRT24OCT1803

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study explored the factors influencing the academic behavior and performance of BSEd- Sciences students in the context of distance learning. The factors examined included student profile, content delivery, learning preferences, language used in modules, degree of difficulty, study environment, as well as parental and teacher support, alongside students' grades in major courses. To analyze these factors, the study used frequency and percentage distribution, mean and standard deviation, independent samples t-test, and Pearson product-moment correlation. A sample of 104 randomly selected BSEd-Sciences students completed a survey with validated items to provide data. Results indicated that parental support has a moderate impact on students' academic behavior, while content delivery, learning preferences, module language, difficulty level, study environment, and teacher support have a strong impact. Differences were found between students aged 18–20 and those aged 21–25 in the areas of parental and teacher support and how these relate to their academic behavior and performance. Overall, BSEd-Sciences students demonstrated strong academic performance in their science major courses. Notably, both content delivery and teacher support were found to significantly impact academic behavior and performance among these students.

Keywords : Factors, Distance Learning, Academic Behavior and Performance.

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