Level of self-efficacy among skill-based allied health students in the University of Santo Tomas’ enriched virtual mode of learning: a cross sectional study

Abstract

Introduction: In virtual learning, self-efficacy expresses a learner's perception of how well they can do in the online academic setting. Although students’ academic successes can be measured by online learning self-efficacy, there is a scarcity of evidence targeted towards allied health students. The primary aim of this study was to determine the level of self-efficacy among allied health students in the University of Santo Tomas' Enriched Virtual Mode (EVM) of learning. The secondary aim was to compare the scores between Learning in an Online Environment, Time Management, and Use of Technology subscales, and the correlation of sex and program with the level of self-efficacy of allied health students. Methods: This cross-sectional analytic study utilized the Online Learning Self-Efficacy Scale (OLSE) to determine students' level of self-efficacy via a survey conducted to students who underwent the EVM of Learning from the allied health programs with skill-based practical examination. Descriptive statistics was used to characterize the study participants, describe the level of self-efficacy, and compare the subscales of OLSE. Inferential statistics was performed using Spearman’s rho to determine the correlation of sex and program with the level of self-efficacy. Results: A total of 117 respondents with mean age ±SD of 20.59 ± .11 years old, predominantly female (71%) were included in the study. The students from allied health programs had an online self-efficacy overall mean score of 3.83 (SD = .05; range 2.64 – 5.00). Females had a higher average OLSE score (M = 3.92, SD = .05). The Use of Technology subscales weighted the highest mean score (4.24). Correlation test showed significant correlation between OLSE scores to sex r (115) = .260, p = .005, where females tend to have higher OLSE scores than males, while no significant correlation was found between OLSE scores to the program r (115) = -.048, p = .604. Discussion: Students of allied health programs generally have a very good level of online self-efficacy. This study assists educators in developing proactive strategies and approaches to promote students' self-confidence across all domains and encourages them to adopt a dynamic remote learning-based approach. Educational institutions should use this opportunity to assess how well they implemented remote learning to ensure educational continuity, especially in times of crisis.