Barriers to science learning and science academic performance: A case of online learners residing far from school

Abstract

This study made use of a correlational mixed-method design. It aimed to determine the level of barriers to science learning experienced by learners and its relationship to their science academic performance. The learners under study are those residing abroad or outside the city where the school is located and chose to remain in the online learning modality despite the implementation of limited-onsite and full-onsite learning modalities. A quantitative and a qualitative phase make up the study. The quantitative phase utilized data from 16 respondents that met the criteria set by the researcher. It reports that the level of barriers to learning science experienced by the learners ranges from a mean score of 1.50 (very low) to 2.88 (moderate) with an average of 2.08 (low). It is also apparent that the most significant barrier the learners experience is linked to time and support for studies (TSS) and academic skills (AS). Additionally, based on the results, the Pearson correlation coefficient is -.517, and the p-value is .040 with alpha 0.05. This data shows there is a significant relationship between the barriers to science learning experienced by learners online and their science academic performance. Hence, as the barriers to science learning experienced by learners online increase, their science academic performance decreases and vice versa. The qualitative phase utilized FGD and revealed the same results, supporting the quantitative results.