The Mediating Effect of Online Learning Self-Efficacy on the Relationship between Social Presence and Engagement Among College Education Students

Abstract

This study determined the mediating effect of online learning self-efficacy on the relationship between social presence and engagement among college education students of three college schools in Davao del Norte, with 300 respondents. Specifically, this study aimed to determine the level of social presence, student engagement, and online learning self-efficacy; to determine the significant relationship between social presence and student engagement, social presence and online learning self-efficacy, online learning self-efficacy, and student engagement; to determine the mediating effect of online learning self-efficacy on the relationship between social presence and engagement. The researcher employed a stratified random sampling technique, utilizing Slovin’s formula to determine the optimal sample size. This study employed a non-experimental quantitative research design using a descriptive correlational approach. The results indicated a strong correlation between social presence, student engagement, and online learning self-efficacy, suggesting that these factors frequently contribute to high levels of achievement. The results demonstrated a partial mediation. The rejection of the hypothesis suggests a significant relationship among the three correlational variables. Thus, this proves that online learning self-efficacy plays an important role in the relationship between social presence and student engagement in online learning. Students with high self-efficacy in online learning are more likely to be engaged in their studies, even under challenging circumstances.