E-learning readiness and academic performance of senior high school learners

Abstract

The study was conducted to determine the e-learning readiness of Senior High School learners and its influence to their academic performance. It employed a descriptive–correlational research design. Based on the results of the study, it is concluded that the level of readiness of SHS learners on Technology Access revealed a slight e-learning readiness. In terms of the level of readiness of SHS learners on Technological Confidence and Training, a slight e-learning readiness was revealed in so far as their fundamental computer skills, internet/online abilities, and e-learning background is concerned and with moderate readiness in respect to the social support given by parents, teachers, and peers. With regards to the level of readiness of SHS learners as far as Attitudes towards Successful Online Learning is covered, results showed that learners moderately displayed study habits that are geared towards independent learning yet are vulnerable to distractions. Further, it was shown that there is no significant correlation between SHS learners' e-learning readiness and their academic performance nor is there a significant difference between SHS learners' readiness for e-learning and their track, gender, and age.