Challenges of Online Distance Learning and the Academic Performance in Science Courses of Science Major Students at Ifugao State University-Potia
DOI:
https://doi.org/10.65339/ijsair.V2.I2.690Keywords:
Academic Performance, Demographic Profile, Online Distance Learning, Science Major Students, Student Engagement, Technology-Enhanced LearningAbstract
This study examined the relationship between demographic profile, online distance learning challenges, and the academic performance of science major students at Ifugao State University-Potia Campus. Anchored on E-learning Theory and the Input-Process-Output (IPO) framework, the study employed a descriptive-quantitative and correlational research design. Data were collected from 58 science major students through a structured questionnaire adapted from Froman et al. (2020), which demonstrated good reliability (Cronbach's alpha = 0.867). Descriptive and inferential statistics, including frequency, percentage, mean, t-test, ANOVA, and Pearson correlation, were used to analyze the data. The findings revealed that the respondents were predominantly female, single, younger, and from low-income households, with generally satisfactory academic performance. Students experienced challenges related to online adjustment, personal concerns, adaptation to the new study environment, and instructor-related issues. However, these challenges did not significantly affect their academic performance, indicating that students were able to adapt through available coping mechanisms and support systems. Significant differences in selected online learning challenges were observed across certain demographic characteristics. The study concludes that while science major students successfully maintained satisfactory academic performance despite the challenges of online distance learning, targeted support and engaging instructional strategies remain essential. It recommends strengthening curriculum planning, providing adequate learning resources and student support, and integrating interactive online platforms such as Canva and Kahoot to enhance engagement and learning outcomes. This study supports Sustainable Development Goal (SDG) 4: Quality Education, SDG 9: Industry, Innovation and Infrastructure, and SDG 3: Good Health and Well-Being by promoting effective technology-enhanced instruction, improving learning accessibility, and recognizing the importance of supportive learning environments. The findings contribute to educational, technological, institutional, and community sustainability by providing evidence that can guide the improvement of flexible learning policies and instructional practices in higher education.
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