Self-Efficacy Of Pre-Service Teachers In Remote Learning: Its Relation To Their Online Learning Performance

Abstract

The Philippine higher education has been driven by the urgency of alternative learning modalities from traditional to flexible teaching and learning due to COVID-19. With the challenge that the pandemic has brought to higher education, students’ online learning performance becomes the primary concern of all institutions. There is a serious need for an assurance that students are able to sustain self-efficacy in an online learning environment considering the demands and pressures for them to succeed in their academic performance. This constancy ushered the researchers to prove whether the 4th year Pre- service Teachers of Bachelor of Elementary Education and Bachelor of Secondary Education Major in English, Science and Math of the College of Teacher Education at Cagayan State University-Aparri Campus have positive self-efficacy and readiness level in the remote learning and to know its relationship to the success of their academic performance. The research utilized the quantitative method, specifically using a descriptive- correlational research design. Data were gathered with the three part questionnaire instruments: the demographic profile of students; the Online Learning Self-efficacy Scale (OLSES); and the Online Learning Readiness Scale (OLRS) with the main authors consent. Findings revealed that motivation to learn directly and significantly influences pre-service teachers’ online learning performance.