Readiness Level, Satisfaction Indicators, and Overall Satisfaction towards Flexible Learning through the Lens of Public University Teacher Education Students

Abstract

This study determined public state university students’ readiness level to new normal education, satisfaction level to flexible learning modality, and the association of the two variables. A total of 372 undergraduate teacher education students were included as respondents. Validated and reliability tested researcher-made survey questionnaires on readiness and satisfaction were utilized in the study and were analyzed through descriptive and correlational data analysis tools. Results reveal that most of the students are prepared for new normal education especially in terms of technological readiness. However, it was found that the students were only slightly ready in terms of economic aspects. Students were satisfied with the implemented flexible learning modality of the college particularly with the management of learning. This was attributed highly to the course content, learning materials, learning activities, and teachers’ strategies. Moreover, the students’ readiness for the new normal education and satisfaction with flexible learning are positively related. Findings of this study suggests that teaching and learning process, course materials (quality, accessibility, and completeness), and course content are influential to students’ overall satisfaction with a learning modality. Higher education institutions should consider students’ economic, technological, and personal readiness in the decision-making process of adopting or implementing a new learning modality. This study provides empirical information that may be useful for policy makers and administrators in reviewing and enhancing the new normal education system, crafting, and proposing curricular innovations, starting instructional initiatives, and making sustainable learning continuity plans.