Research Title

AGUSAN DEL SUR STATE COLLEGE OF AGRICULTURE AND
TECHNOLOGY
Acceptance and Readiness for E-Learning on the student Engagement

amidst COVID-19 PANDEMIC IN ASSCAT TRENTO EXTERNAL STUDIES
CENTER
ARMANDO CAGASAN LICANDA

RONALYN CASTILLO
BACHELOR OF SECONDARY EDUCATION MAJOR IN MATH
2022
ABSTRACT
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The breaking out of Covid-19 put our lives into a complete shutdown. This shut
down has also jeopardized the entire education system. Most of the educational institutes
including schools, colleges and universities are found to get shifted to online mode of
learning to avoid any academic loss. In the midst of COVID-19 pandemic, to assess the
student e-readiness and perception towards e- learning was the major intention of the
present study. Online survey method was adopted to gather the responses from 60
numbers of BSED Math student in different level education programs from first year to
fourth year of ASSCAT Trento, External Studies Center by using a three questionnaire .
Purposive sampling technique was adopted. It is revealed from this study that student
acceptance of e-learning is often accepted and readiness for e-learning is highly
significant that implies that e-readiness is often observe and financial support but are
lacking in good Internet connectivity, adequate electricity supply and personal space at
home. Mostly student acceptance and readiness for e-learning are found to be efficient in
digital skills and majority feel that online classes are often accepted and often observe. A
significant percentage of student readiness are found to be observe in e-learning
education platform of learning and are agreeing that curriculum can be effectively
transacted through online mode. But majority of student engagement accepted readiness
for e-learning as a better choice for learning during this Pandemic period but not agreed it
as an alternative to traditional approach of learning i.e. face-to-face mode of learning. This
study has also given insight to the problems and challenges faced by the student teachers
in online learning that needs improvement. It concludes with highlighting the support
from government, parents, institutions and teachers required to make e-learning more
accessible and effective for student engagement
INTRODUCTION
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Background of the Study
The past decade has seen the world of tertiary education evolve with the
rapid development in internet technologies, and revolution in computer softwares
(Tayebinik & Puteh, 2012). This has revolutionised the way learning and teaching
is enacted, particularly in distance education. Emerging concepts such as online
learning or e-learning, which are largely used in the higher education arena, have
led to a flurry of comparative studies done on e-learning and face-to-face learning
environments (Northey et al., 2015; Southard, Meddaug & Harris, 2015), students’
learning outcomes (Bernard et al., 2014; González-Gómez et al., 2016; Ryan et al.,
2016), and e-learning’s strengths and weaknesses (Wang, 2010).
E-learning environments do present some disadvantages, such as
inhibiting face-to-face communication and socialising among the learners,
resulting in the emergence of a new learning environment, termed blended
learning (Tayebinik & Puteh, 2012). Blended learning combines concepts from
both e-learning and the face-to-face learning environment (Azizan, 2010). As a
result, the application of blended instruction among lecturers in higher education
institutions has quickly gathered pace as they believe varied delivery methods
would enhance students’ learning experiences and their learning outcomes (Lim &
Morris, 2009).
However, despite its possibilities, the main question remains how ready
students are for a blended learning model of instruction. Students struggle to
adapt to the change from traditional classrooms to virtual classrooms (Sanchez-

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Gordon & Luján-Mora, 2014), higher education institutions lack the neccessary
facilities and amenities, such as high-speed internet connections (Panyajamorn et
al., 2018), and students lack computer literacy skills and motivation (Garrison &
Anderson, 2003).
In the literature, learning environment referred to distance education
there have been very few studies of interest and engagement in distance education
environments. Most studies have been conducted in the context of traditional
classrooms, researchers have found that novelty enhances students’ situational
interest as well as engagement in the Self-regulation Computer self-efficacy
Situational interest Emotional engagement Cognitive engagement Behavioral
engagement British Journal of Educational Technology © 2011 Becta.classroom
setting (Chen, Darst & Pangrazi, 1999; Flowerday, Schraw & Stevens, 2004). The
classroom context literature is valuable because results of distance education can
be compared with results from traditional classroom education.
Some research proves that over the past decade, the conceptualization and
measurement of student’s engagement’ has received increasing attention from
researchers, practitioners, and policy makers alike. Thus, it is on the concern of
the researchers to conduct this study in order to determine the significant
influence of motivation for online learning and self-regulated learning to student’s
engagement in distance education among BEED students. Hence, the output of
this study will help the instructors as well as the students of Bachelor of
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Elementary Education in Agusan del Sur State College of Agriculture and
Technology, Trento External Study Center School Year 2022-2023.
This study, therefore, set out to determine the E-learning readiness, predictors
of E-learning readiness and to develop a model for E-learning readiness among
students in Agusan del Sur State College of Agriculture and Technology, Trento
External Study Center .
Objectives of the Study
This study aims to determine the significant influence of Acceptance and
Readiness for E-Learning on Student Engagement of Bachelor of Secondary
Education Major in Math in Agusan Del Sur State Collage of Agriculture and
Technology, Trento Campus.
Specifically, it aimed to attain the following objectives:
1. To describe the level of acceptance learning in term of:
1.1 Performance Expectancy
1.2 Effort Expectancy
1.3 Attitude
1.4 Image
1.5 Social Influence
1.6 Compatibility
2. To assess the level of Readiness for E-learning in terms of:
2.1 Attitude towards E-learning
2.2 E-learning Readiness
2.3 Content Readiness;

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2.4 Culture Readiness;
3. To identify the level of student engagement in terms of:
3.1 Skills
3.2 Emotion
3.3 Participation
3.4 Performance
4. To determine the significant relationship between acceptance learning and
student engagement of BSED Math in Agusan del Sur State College of
Agriculture and Technology, Trento external studies centers.
5. To determine the significant relationship between Readiness of E-learning and
student engagement of BSED Math in Agusan del Sur State College of
Agriculture and Technology, Trento external studies centers.
6. To determine which among the Acceptance and Readiness for E- learning
significantly predicts the student engagement.
Significance of the Study
The findings of this study will be beneficial to the following persons:
Administrator. Serve as the educational leader of the school, it is imperative
that they have a working knowledge of effective instructional strategies
and understand the needs of their student and teachers. The result of
this study gives them ideas to come up with effective educational plans
and strategies that will help improve teachers' teaching behavior and
eventually the unproductive conduct among the students.
Instructors. The one who build a warm environment, the mentor and the one
who nurtures and help the student to become a good human being in
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the society and good citizen of the country. The result of this study
serves as their eye-opener in providing the proper behavior when it
comes in teaching the students since they are the one who have direct
contact with the students online or offline platform.
Student. They are the main concern of this study. The result of this study
enables them to be aware of their behaviors I their online or offline with
regards to teachers teaching behavior.
Future Researchers. As the investigator and conductor of studies, the result
of this study provides additional information if they conduct research
related to this topic.
Scope and Delimitation of the Study
This study covers to the student of Agusan Del Sur State Collage of Agriculture
and Technology, Trento External Studies Center. However, it includes only those
Bachelor of Secondary Major in Math students from 1st year to 4th year who are
officially enrolled in the first semester school year 2022-2023. Further, variables of
this study may have many indicators but this study focuses only on indicators
identified by the authors of the research instruments used in this study.
Time and Place of the Study
This study will be conducted during the first semester of the academic year
2022-2023 at Agusan del Sur State College of Agriculture and Technology, Trento
External Studies Centers which located at Poblacion, Trento,Agusan del Sur,
Philippines along the national highway In front of D.O Plaza Memorial Park, left
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side of the Trento municipal Gymnasium and at right side of the lawn tennis
court.
Operational Definition of Terms
To facilitate a better understanding of this study, the following terms are at
this moment defined operationally
Acceptance of E-learning refers to the student accepting the E-learning. Refers
to the independent variable of the study and consist of indicators namely;
Performance Expectancy, Effort Expectancy, Attitude, Image
Student Engagement is degree of attention, curiosity, interest, and passion
that student show when they are learning or being taught. Refers to the
dependent variable of the study and consist of indicators namely;
Behavioral engagement, cognitive engagement, emotional engagement.
Readiness for E-learning - Refers to readiness of students for their own learning
processes.
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Conceptual Framework
Independent Variable
Acceptance E-Learning
1. Performance Expectancy
2 Effort Expectancy
3 Attitude Dependent Variable
.4 Image
5 Social Influence STUDENT ENGAGEMENT
6 Compatibility
1. Skills
2. Emotion
3. Participation
4. Performance
Readiness for E-Learning
1 Attitude towards E-
learning
2 E-learning Readiness
3 Content Readiness;
4 Culture Readiness
Figure 1: Conceptual Framework
Figure 1 shows the conceptual framework of this study which displays its
three (3) variables. The first independent variable is the acceptance for e- learning
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which study utilized Moore and Benbasat’s, TAM, and UTAUT models. In The
UTAUT framework (Venkatesh, et. al., 2003) draws upon six (6) theoretic
frameworks indicators such as .
performance expectancy, effort expectancy, attitude, image, social influence and
compatibility.Performance expectancy refers to the individuals’ belief that using the
tool will increase their performance. This construct derives from determinants
including TAM’s perceived usefulness. Effort expectancy is defined as the
perception about the degree of ease when using the tool. Deriving from TAM’s
perceived ease of use, this construct is predicted to be salient determinant in the
early stage of technology adoption. Social influence refers to “the degree to which
an individual perceives that important others believe he or she should use the new
system” (p. 451). It Ngampornchai and Adams International Journal of
Educational Technology in Higher Education (2016) 13:34 Page 5 of 13 derives
from TAM’s subjective norm. Lastly, facilitating conditions refers to the perceived
degree of organizational support for the use of the tool. That is, the intention to
use a new technology is contingent upon one’s perception of organizational
support and guidance. Attitude is an indirect determinant within the UTAUT
model. It refers to affective reaction or feeling of liking, joy, or pleasure associated
with the use of technology.
The second independent variable is Readiness for E-learning refers to the
patterned from Barnard, L., W.Y., to, Y.M.,Paton , V.O., & Lai, S.=L.(2009) in their
study they identified (4) indicator namely: , Attitude towards E-learning,E-learning
Readiness, Content Readiness; Culture Readiness. Attitude towards e-learning
refers to affective reaction in e-learning associated with technology. E-learning
Readiness refers to the capability of e-learning users to adapt to a new learning

11
environment, using new technologies, and be involved in self-directed learning.
Content readiness refers to the materials and availability of reliable resources
technology. Culture readiness refers to acceptance of Internet use and network
technologies as a mode for information dissemination, communication,
interaction, and teaching; and the readiness for making e- learning a way of life in
their institution
The dependent variable of this study is the student engagement in distance
education. This variable is originally made by Dixson (2010), but the same
questionnaire and indicators of this variable is utilized and modified by Marcia D.
Dixson (2015), to their study entitled “Measuring Student Engagement in the
Online Course : Their impact on student engagement in distance education”. The
variables has Four (4) indicators namely Skills, Emotion, Participation and
Performance. Skills refers to staying up on readings, listening/reading carefully.
Emotion refers the applying course material to their lives, really desiring to learn
the material. Participation refers to participating actively in small-group discussion
forums, helping fellow students. Performance refers to getting a good grade, doing
well on tests/quizzes.
REVIEW OF RELATED LITERATURE
This part presents the readings relevant to the study. The order of the
presentation is in accordance to the variables of the study which are barriers in
acceptance e-learning, readiness and student engagement in distance education.
Students’ acceptance has the following indicators: Performance Expectancy, Effort
Expectancy, Attitude, Image, Social Influence, Compatibility. Readiness for e-

12
learning , according (Schrader-Naef, 1999) has the following indicators: Attitude
towards E-learning, E-learning Readiness
Content Readiness, Culture Readiness;. The student engagement in distance
education for Sun and Rueda (2012) are indicated by Behavioral engagement,
Emotional engagement, Cognitive engagement.
Acceptance E-Learning
Acceptance of E-learning A number of theoretic perspectives have
influenced the development of survey instruments that are used to assess
adoption (or acceptance) of a new technology. While each of the theoretic
frameworks is rooted in the study of innovation adoption (e.g., Lee, et al., 2011),
each has a different perspective. For example, Rogers’ (1983) Diffusion of
Innovation Theory proposes five characteristics of an innovation as: relative
advantage, compatibility, complexity, trialability, and observability. Moore and
Benbasat (1991) later developed an instrument based on Roger’s theories and
added two more constructs; voluntariness explains that the freedom to choose
whether to use a technology should affect the willingness to adopt, and image is
defined as “the degree to which use of an innovation is perceived to enhance one’s
image or status in one’s social system” (p. 195).
Another widely-used model is the Technology Acceptance Model or TAM
(Davis, Bagozzi, & Warshaw, 1989). They adopt perceived usefulness and
perceived ease of use as key variables that influence users’ attitude, intention, and
actual behavior to use a new technology. The basic tenet is that the users are
more inclined to use a new technology if they think that it helps them do their job
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and is easy to use. A number of e-learning studies have used the TAM model. For
example, Park (2009) attempted to predict students’ intention to use the e-learning
system in a Korean university. The researcher found that the TAM constructs were
effective determinants of e-learning Ngampornchai and Adams International
Journal of Educational Technology in Higher Education (2016) 13:34 Page 3 of 13
acceptance. Park reported that perceived usefulness and perceived ease of use had
strong relationships with attitude, and at the same time, e-learning self-efficacy
and subjective norm were strong predictors of intention to use e-learning.
Venkatesh et al. (2003) proposed the Unified Theory of Acceptance and Use of
Technology (UTAUT). The UTAUT framework draws upon eight theoretic
frameworks (e.g., Innovation Diffusion Theory, Technology Acceptance Model),
which predict individual intentions to use and the behavior of technology usage
from four constructs. A number of research studies have modeled questionnaires
using the UTAUT framework. For example, Im, Hong, and Kang (2011) used this
model to predict users’ adoption of MP3 players and Internet banking systems in
Korea and the United States. The researchers hypothesized that expectations for
performance would have a greater impact on behavioral intention in cultures with
lower power distance, more individualism, more masculinity, and lower
uncertainty avoidance and that social norms would have a greater impact on user
behavioral intention in cultures with higher power distance, less individualism,
less masculinity, and higher uncertainty avoidance. Their work implies that
cultural norms appear to have an influence on adoption decisionmaking in certain
contexts. Similarly, in a study conducted on the adoption of blogs (Pardamean &
Susanto, 2012), effort expectancy and social influences were noted to play a role in
the adoption of blogging technologies

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Kijsanayotina, Pannarunothaib, and Speedie (2009) used the UTAUT to evaluate
factors that influence use of health Information technologies . The researchers
noted that uptake of the technologies was influenced by expectations of use, social
influence and voluntariness. The researchers noted that individual perceives that
important others believe he or she should use health IT. The construct contains a
notion that an individual’s behavior is influenced by the way in which one believes
others will view him/her as a result of having used health IT. While there are
several studies noting social influence as having a strong effect on adoption, there
are others that make this dimension noteworthy but remains inconclusive.
Performance Expectancy
Performance expectancy is the extent to which an individual believes that
using the system would help him or her achieve advantages in a particular job or
activity. Effort expectancy is the level of ease associated with the use of the
system/technology by users. Social influence is the extent of an individual’s
perception that other parties believe that it is better to use the system/technology.
Facilitating conditions are the extent to which an individual believes that technical
and organizational infrastructures are available to support the system/technology
usage (Chang, 2012; Venkatesh et al., 2012). Hedonic motivation is defined as
having fun or gaining pleasurable things while using technology and has been
shown to play an important role in determining the acceptance and usage of
systems/technology (Chang, 2012; Venkatesh et al., 2012). Price value refers to
the extent that cost and price structures have on system/technology usage and is
a predictor of behavioral intent for technology usage. Habit is the extent to which
the individual tends to conduct learning behaviors automatically (Chang, 2012).
Effort Expectancy
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Effort expectancy was the second most important determinant of behavioural
intentions. This fnding was consistent with that of researchers who have applied
the UTAUT to learning in Arab countries (Jaradat & Banikhaled, 2013; Nassuora,
2012). In particular, Jaradat and Banikhaled found that efort expectancy exerted
the most powerful efect on students’ behavioural intentions to use the university
website in Jordan. Nassuora found efort expectancy to be predictive of behavioural
intentions to use mobile learning among Saudi students. Therefore, students who
found Moodle easy to use have more positive behavioural intentions towards using
the system. The same results have been found by researchers using a diferent
adoption model (e.g., TAM) in information technology contexts (Davis, 1986;
Venkatesh & Davis, 2000; Abbad et al., 2009). When building and/or modifying
the e-learning system, universities should therefore take this factor into
consideration and make it as easy to use as possible (less efort) so that students
are motivated to adopt it.
Attitude
Attitudes develop and progress, like other intellectual and passionate
behavior shapes, concerning a person’s feedback to his setting. Attitude is a set of
temperament (willingness, disposition, and inclination) to act in the direction of an
objective according to its features so far as we are familiar with them. Calculating
approach and struggles to increase attitude to technology is very necessary to
influence any changeover and done with technology (Berge, 1998). This required
the researcher to probe the attitude of teachers of Higher Education towards
online learning.
Social Influence
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The researcher adopted the social influence (SI) construct and included in
the TAM model. Social influence (SI) is an individual’s opinions, or behaviors that
are affected by others (Mazman et al., 2009). In this study, SI is the extent to
which students perceive that their use of e-learning is motivated by extended
factors such as their peers, or instructors. The influence of SI is complex despite
the substantial amount of research (Venkatesh et al., 2003; Venkatesh et al.,
2003). Literature review shows inconsistency about the extent to which SI
influence user’s behaviors to accept and use new technology. For example, SI was
shown to have significant influence on behavioral intention (Venkatesh et al.,
2003), however, Lewis et al (2003) findings was contrary. Predicated on the study
of Venkatesh and Davis (2000), in this study, social influence was measured by
the influence of factors such as instructors and others on users’ perception to use
the technology.
E-Learning
Electronic learning, or commonly known as e-learning, is among the earliest
applications of web-based technology (Azhari & Ming, 2015). E-learning is defined
as the delivery of learning using purely Internet and digital technology (Al-Busaidi,
2013). It uses a computer and software programs for its learning process, and was
first designed for working adult students who were unable to receive formal
education as full-time students (Moore, Dickson-Deane & Galyen, 2011).
Today, the functionality of e-learning has expanded to include all types of
students, regardless of whether they’re studying full time, part time, or distance
learners in higher education institutions (Azhari & Ming, 2015). Since 2012,
Massive Open Online Courses (MOOCs) have been said to be the new form of e-
learning for millions of people, with a growing number of universities and private
17
organisations offering them worldwide (Margaryan, Bianco & Littlejohn, 2015).
MOOCs are now endorsed as a major advancement in higher education. In the
Malaysian context, higher education institutions began implementing e-learning in
the late 1990s (Hussin, Bunyarit & Hussein, 2009). At the time, there were
execution issues such as the lack of trained lecturers, facilities and
infrastructures, students’ preparedness, and students’ resistance to adopt e-
learning and the Learning Management System (LMS) tools (Azhari & Ming, 2015).
Nonetheless, its demand continued to rise due to its capablity to reach global
audiences, and its unique functionality, accessibility and flexibility in the long run
(Azhari & Ming, 2015). However, there are persistent concerns about the quality of
e-learning relative to a face-to-face learning environment (Panyajamorn et al.,
2018). Paechter and Maier (2010), in their study, found that Austrian students
still preferred face-to-face learning for communication
Learner Readiness
The students or learners success with a variety of different learning styles,
one must exhibit qualities such as self-determination and an overall strive for
excellence. With these qualities being absent, the learner may struggle to move
forth throughout the experience due to the many high demands. For adults,
becoming a self-directed learner includes not only knowledge of study strategies
but also practice and attitudes (Schrader-Naef, 1999). The readiness and ability
for an adult to succeed in an online learning format Students’ Readiness for E-
learning: A Case Study ofSukhothai Thammathirat Open University,Thailand
Journal of Learning in Higher Education 61 is furthered when there is a
combination of appropriate learning environments with strategic training (Straka
&Stockl, 1998). Watkins et al. (2003) develop an instrument to measure an

18
individual’s perceived readiness to engage in e-learning. The instrument included
several items which are technology access, online skills and relationships,
motivation, ability to use online audio/video, ability to use Internet discussions,
importance to learner’s success.
Readiness
Content Readiness
Content readiness refers to the materials and availability of reliable
resources technology. Cognitive awareness and maturity that a student develops
for successful learning in a web based environment. It manifest in the attributes of
recognizing the self-directed nature, formulating learning, strategies, obtaining
technology competencies, adjusting to digital etiquettes, and being open for help
seeking.
E-Learning Readiness
E-learning readiness (e-readiness) encompasses the seamless nature of
students’ technological, lifestyle, and organisational preparation for the ELS, and
is characterized by their competence in “using” an ELS and its technology tools
[14]. In 2015, the World Economic Forum assessed 143 countries on their state of
e-readiness regarding ICT infrastructure, affordability of ICTs, and capacity of the
population to make effective use of ICTs. However, these e-readiness ranks were
not inclusive of tertiary level education. With the intention of developing countries
to create an effective knowledge economy and enhance lifelong learning, additional

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research is necessary to evaluate the success of students in both developed and
developing countries who are enrolled in courses at tertiary level that incorporate
online components [15, 16]. In an educational context therefore, e-readiness is
defined as the capability of e-learning users to adapt to a new learning
environment, using new technologies, and be involved in self-directed learning
[14]. However, there are students who have returned to further their education
tertiary level, are doing so for the first time using an unfamiliar interface such as
an ELS [17]. An e-ready student should be capable of efficiently and effectively
applying the essential technology tools in an ELS in order to satisfactorily interact
with the content and engage other students [1]. Additional reports of an
underutilization of ELSs by students in developing countries, also identifies a need
to understand why and how this can be addressed.
Cultural readiness
It is the use of e-learning in terms of Internet use and networked
technologies to disseminate information, communication, interaction and teaching
and the readiness for making e- learning a way of life in their institution.
STUDENT ENGAGEMENT
Currently, more and more studies of online education have begun to focus on
student engagement. Previous works refer to various aspects of engagement, such
as the relationship of self-regulation and student engagement (Sun & Rueda,
2012). Moreover classroom community and student engagement are closely related
to one another. Students who feel a sense of connectedness and psychological
closeness rather than isolation are better prepared to become more actively
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involved with online learning and the resulting higher order thinking and
knowledge building (Baker, 2010; Engstrom, Santo, & Yost, 2008).
SKILLS
In looking at the levels of demand for 21st Century Skills, evidence gathered in
Section 3 suggests that the need for 21st Century Skills at the global level is
dictated by a combination of factors including: the change in societies resulting
from the rapid spread of technology; increasing globalisation and
internationalisation; and the shift from industrial social economies to information
and knowledge-based social economies (Voogt & Roblin, 2010). Accordingly,
evidence of demand at regional rather than the global level suggests a significant
diversity in demand based on differences in developmental context. The need for
21st Century Skills seems to be clear in contexts of rapid development, such as
East Asian countries (Rolleston, 2018; Kattan, 2017), where labour markets are
increasingly demanding a workforce with non-routine cognitive skills and
interpersonal skills (Kattan, 2017; Suatra et al., 2017).
EMOTION
Although a negative view of emotion’s role in reason has dominated much of
Western thought (Keltner & Lerner 2010), a few philosophers pioneered the idea
that integral emotion could be a beneficial guide. Furthermore Another promising
line is the emerging hypothesis by Yip and Côté (2013), which predicts that
individuals with high emotional intelligence can correctly identify which events
caused their emotions and, therefore, can screen out the potential impact of
incidental emotion. In one study, individuals high in emotion-understanding
ability showed less impact of incidental anxiety on risk estimates when informed
about the incidental source of their anxiety. Although solid evidence supports both
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of these emerging approaches to mapping moderators, the field needs much more
attention to moderators in order to understand how emotion and decision making
processes occur in the varied private and public settings in which decisions are
made.
PARTICIPATION
Based on the various types of classroom behaviours, to be an active learners,
whenever in the classroom, students must engage actively by playing the roles of
information seekers. The acts of asking questions, give opinions or simply
answering questions posed by the instructor or fellow students are examples of
active type of classroom participation. According to Davis (2009), student’s
enthusiasm and willingness to participate in a classroom through these verbal
engagements will create a conducive classroom environment. These positive traits
give a motivational effect on students to actively participate in classroom. A study
conducted by Siti Maziha, Nik Suryani & Melor (2010) which aims to examine the
influence of factors that make the participation of undergraduate students in
Malaysia found that the traits shown by instructors play an important role in
providing incentives for students to participate in class discussions.
PERFORMANCE
Academic performance involves meeting goals, achievements and objectives
set in the program or course that a student attends. These are expressed through
grades which are the result of an assessment that involves passing or not certain
tests, subjects or courses. On their part, Torres and Rodríguez (2006 quoted by
Willcox, 2011) define academic performance as the level of knowledge shown in an
area or subject compared to the norm, and it is generally measured using the
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grade point average.
METHODOLOGY
Research Design
This study will utilize a non-experimental quantitative design using
predictive correlation technique. Predictive correlational studies predict the
variance of o-ne or more variables based on the variance of another variable(s). As
with experimental designs, the study variables are being classified as independent
(predictor) and dependent (outcome). However, these variables are not
manipulated but occur naturally (Sousa et al., 2007). This technique is useful in
this study in order test the influence of the students acceptance e-learning and
readinees for e-learning on student engagement in Agusan del sur state college of
agriculture and technology, Trento External Studies Center.
Research Respondents
The respondents of the study will be at least 60 BSED Math students of
Agusan del Sur State College Agriculture and Technology, Trento External Study
Center, who are officially enrolled during the first semester A.Y 2022-2023. Quota
sampling will be used to determine the respondent of this study.
Research Instruments
The researcher will make used of the predictive correlation survey method with the
use of survey questionnaire adopted from IE Obi,, Barnard, L., W.Y., to,
Y.M.,Paton , V.O., & Lai, S.=L.(2009) , and Marcia D. Dixson (2015). The first part
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of survey has 19 items equally distributed to 6 indicators namely Performance
Expectancy (4) , Effort Expectancy(4), Attitude(3), Image (4), Social Influence (1),
Compatibility (2).. The second part of survey has 23 items distributed to 4
indicators namely Attitude towards E-learning, E-learning Readiness ,Content
Readiness, Culture Readiness. The third part of survey has 19 items equally
distributed to four indicators namely Skills (6) items, Emotion (5) items,
Participation (6) items, and Performance (2).
The respondents will answer items using a 5-point scale of never (1 point),
sometimes (2 points), often (3 points), very often (4 points), and always (5 points).
The following interpretation scale will be used to identify the level of motivation for
online learning, self-regulated learning and student engagement.
Scale on Acceptance for E-learning
Rate Range of Means Descriptive Descriptive
Rating Interpretation
5 4.21 – 5.00 Very High This means that
the students are
always accepted
the e-learning
education.
4 3.41 – 4.20 High This means that
the students are
often accepted
the e-learning
education.
3 2.61 – 3.40 Moderate This means that

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the students are
sometimes
accepted e-
learning
education.
2 1.81 – 2.60 Low This means that
the students are
seldom
accepted e-
learning
education.
1 1.00 – 1.80 Very Low This means that
the students are
not accepted e-
learning
education.
Scale on Readiness for E-Learning
Rate Range of Descriptive Descriptive Interpretation
Means Rating
5 4.21 – 5.00 Very High This means that Readiness for E-
Learning is Always observe.
4 3.41 – 4.20 High This means that Readiness for E-
Learning is Often observe.

25
3 2.61 – 3.40 Moderate This means that Readiness for E-
Learning is Sometimes observe.
2 1.81 – 2.60 Low This means that Readiness for E-
Learning is Seldom observe.
1 1.00 – 1.80 Very Low This means that Readiness for E-
Learning is Never observe.
Likert’s Scale on Students Engagement in Distance Education
Scale Interval Descriptive Descriptive meaning
interpretation
5 4.21-5.00 Very High This means that Students are
Extremely Engaged in
learning.
4 3.41-4.20 High This means that Students are
Slightly Engaged in learning.
3 2.61-3.40 Moderate This means that Students are
Moderately Engaged in
learning.
2 1.81-2.60 Low This means that Students are
Fairly Engaged in learning.
1 1.00-1.79 Very Low This means that Students are
Less Engaged in learning.
Data Gathering Procedure

26
In data gathering, the researchers ask permission from the school
administrator of Agusan del Sur State College of Agriculture and Technology,
Trento External Studies Center to conduct the study. Upon approval, the
researchers will ask permission from the instructors to send the link of the survey
to their group chats. The researchers will use Google forms as survey platform in
order to reach out the respondent in this pandemic. The researcher will include in
the Google form, the instructions as well as the statement which assures the
respondents that their answers will strictly be confidential. The data that will be
gathered will be tallied, analysed and interpreted.
Statistical Treatment
The statistical data were analyzed with the help of the following tools:
Mean. It is the preferred method with a very purpose of calculating the center of
the data set. This tool will be used to attain objectives 1, 2, and 3.
Pearson R Product-Moment Correlation Coefficient. This tool will be used to
see whether there is a relationship between two variables. The said tool will be
employed to attain the fourth and fifth objective.
Descriptive
Correlation Coefficient
Interpretation
0.0 = | r | Almost negligible
0.0 < | r | < 0.2 Very weak correlation

27
0.2 < | r | < 0.4 Weak correlation
Moderately strong
0.4 < | r | < 0.6
correlation
0.6 < | r | < 0.8 Strong correlation
0.8 < | r | < 1.0 Very strong correlation
| r | = 1.0 Perfect correlation
RESULTS AND DISCUSSION
Level of Acceptance for E-learning
Table 1 shows that the level of acceptance for e-learning perceived by

28
Bachelor of Secondary Education Major in Mathematics students. An over-all
result obtained a mean value of 3.64 with a verbal description of high, which
means often accepted. This result implies that students often accepted the e-
learning education.. Further analysis of the table indicated that the skills obtained
has the highest mean of 3.70 describes as high and interpreted as often accepted .
This implies that students acceptance of e-learning is recognizable in online e-
learning education. Meanwhile, perceived enjoyment was found to significantly
influence students’ acceptance of e-Learning. According to Al-Gahtani (2016),
there is a significant relationship between perceived enjoyment with perceived ease
to use. Students with a high perceived ease to use will have positive effects on
their intention to use e-Learning.
Among the six indicators, the compatibility acceptance for e-learning
obtained the lowest mean of 3.33 with the verbal description of moderate and
interpreted as sometimes accepted. This result implies that the acceptance of e-
learning has a short impact on the student engagement. They still striving to
engage in e-learning education. According to Shipee & Keengwee (2014), the
culture of equal participation among students and teachers can be improved by
using the E-learning and this can lead to greater success in learning effectiveness
and efficiency. Thus, the integration of the E-learning technologies in education
and the students’ perceptions, attitude and intention to use the e-learning become
so important to be assessed (Ozdamli & Uzunboylu,2014).
Table 1. Level of Accepatance of E-learning
Acceptance of E-learning Mean Standard Descriptive

Deviation Rating
Performance Expectancy 3.49 0.57 High
Effort Expectancy 3.45 0.59 High

29
Attitude 3.45 0.69 High
Image 3.39 0.62 Moderate
Social Influence 3.35 0.82 Moderate
Compatibility 3.33 0.76 Moderate
Overall 3.41 0.53 High
Independent Variable; Acceptance of E-Learning
Level of Readiness for E-Learning
Table 2 shows the level of readiness of e-learning perceived by
Bachelor of Secondary Education Major in Mathematics students.. An over-all
means that readiness for e-Learning is often observe. Further analysis of the table
indicated that content readiness obtained the highest mean of 3.64 describe as
high and interpreted as often observe. This result implies that the students are
doing well in engaging e learning education. They they must have a strong digital
skills to perform academic work and commit to effortful involvement in the context
of academic learning in university e-learning environments. This implication was
supported based on the study of (Alem et al. 2016 students who are successful in
the online environment are those who are well prepared and ready to follow their
study online, skilled in the use of technology and browsing the Internet, and able
to learn autonomously. Also, According to Hung et al. (2010) students should be
more active in online learning environments and should be more responsible in
their learning, time-management, keeping up with the class, completing work on
time and they should be active contributors to instruction.

30
Among the four indicators, the attitude towards e-learning obtained the
lowest mean of 3.47 with the verbal description of high and interpreted as often
observe. This result implies that the students were taking an interest in the e-
learning education. They are ready to immerse themselves towards the e-learning
education. This was emphasized by (Nassoura, 2012) who expressed that the
majority of students have a favorable behavior toward the e-learning, since, the e-
learning had a positive influence on students’ motivations (Nassoura, 2012).
Readiness of E-learning Mean Standard Descriptive

Deviation Rating
Attitude towards E-learning 3.47 0.45 High
E-learning Readines 3.56 0.37 High
Content Readiness 3.64 0.51 High
Culture Readiness 3.58 0.52 High
Independent V; Readiness for E-Learning
Level of Student’s Engagement
Table 3 shows the level of student’s engagement amidst covid-19 perceived by
Bachelor of Secondary Education Major in Mathematics students.. An over-all
means that student engagement in e-Learning is slightly engage. Further analysis

31
of the table indicated that content readiness obtained the highest mean of 3.70
describe as high and interpreted as often observe. This result implies that the
students are doing well in engaging e learning education. They must have a
strong digital skills to perform academic work and commit to effortful involvement
in the context of academic learning in university e-learning environments. This
implication was supported based on the study of (Alem et al. 2016 students who
are successful in the online environment are those who are well prepared and
ready to follow their study online, skilled in the use of technology and browsing
the Internet, and able to learn autonomously. Also, According to Hung et al.
(2010) students should be more active in online learning environments and
should be more responsible in their learning, time-management, keeping up with
the class, completing work on time and they should be active contributors to
instruction.
Among the four indicators, the attitude towards e-learning obtained the
lowest mean of 3.47 with the verbal description of high and interpreted as often
observe. This result implies that the students were taking an interest in the e-
learning education. They are ready to immerse themselves towards the e-learning
education. This was emphasized by Nassoura (2012) who expressed that the
majority of students have a favorable behavior toward the e-learning, since, the e-
learning had a positive influence on students’ motivations.
Student’s Engagement Mean Standard Descriptive

Deviation Rating
Skills 3.70 0.49 High
Emotions 3.68 0.46 High
Participation 3.59 0.41 High

32
Performance 3.58 0.48 High
Dependent V; Student Engagement
Spearman’s Rho in Testing the Relationship of the Acceptance of E-
learning to Student’s Engagement
Table 4 shows the relationship between acceptance of e-learning and students
engagement among the Bachelor of Secondary major in Mathematics students
using Pearson’s product-moment Correlation. As shown, the over-all computed r-
values 0.447, which signified moderately strong correlation and a p-value of 0.000,
which means highly significant. This result indicates that there is a significant
correlation between acceptance of e-learning and students engagement since the
p-value is lower than 0.05 level of significance set in this study. The result implies
that any variance in the level of student’s engagement has the corresponding
variance in the level of acceptance of e-learning. This further implies that if the
level of acceptance of e-learning increases or decreases, the level of students
engagement will moderately increase or decrease and vice versa, as indicated in
the table of the strength of correlation described by s (Corder & Foreman, 2011;
Field, 2013). This implication was supported based on the study of Hew (2015, pp.
426) concluded, as perceived by the students, the performance expectancy was the
most frequently accepted. Furthermore, they concluded that the performance
expectancy of e-learning education greatly helps the students to have a clear
understanding of the subject matter as it permits the utmost participation of the
students in e-learning.
33
Moreover, as to the performance expectancy, the result obtained the computed
r-value of skills engagement is 0.352 which signified a weak correlation and a p-
value of 0.006, which means highly significant. This result indicates that these
indicator is highly and significantly correlated since the p-value is lower than 0.05
level of significance. However, the computed r-value of emotion engagement is
0.270, which signified a weak correlation with a p-value of 0. 0.037, which means
significant. The computed r-value of participation engagement is .290, which
signified a weak correlation and p- value of 0.025, which means significant. Also,
the computed r-value of performance engagement is .310 which signified weak
correlation and p-value is 0.016, which means significant. This result indicates
that these indicators are highly and significantly correlated since the p-value is
lower than 0.05 level of significance. The result implies that any variance in the
level of skills ,emotion, participation and performance has the corresponding
variance in the level of performance expectancy in accepatance of e-learning
education . The result was supported by (Agustin & Mulyani, 2016; Chang, 2012;
Ngampornchai & Adams, 2016; Taiwo & Downe, 2013; Venkatesh et al., 2012).
The evaluation of e-learning acceptance confirmed that performance expectancy
was theoretically and empirically proven to provide an effect on behavioral
intention for the e-learning acceptance system.. The e-learning system was
perceived by students to improve performance in lectures, provide opportunities
for lecturing progress, and improve competence. In addition, the lack of
productivity and ease of using the e-learning system to complete the lecture tasks
requires further attention and improvement.
As to effort expectancy the result obtained the computed r-value of
emotion engagement is 0.373, which signified a week correlation and a p-value of

34
0.003, which means highly significant. The computed r-value of performance
engagement is 0. 358, which signified a weak correlation with a p-value of 0.005
which means highly significant. This result indicates that these indicators are
highly and significantly correlated since the p-value is lower than 0.05 level of
significance. Also, the computed r-value of participation engagement is 0.312,
which signified a weak correlation with a p-value of 0.015, which means
significant. This result indicates that this indicator is significantly correlated since
the p-value is lower than 0.05 level of significance. However, the computed r-
value of skills engagement is 0.231,which signified weak correlation with a p-value
of 0.076 which means not significant. It indicates that the skills engagement is not
significant since the p-value is greater than 0.05 levels of significance. The result
implies that any variance in the level of emotions,participation and performance
engagement has the corresponding variance in the level of effort expectancy in
acceptance of e-learning education. This implication was supported based on the
study, According to Sharma et al. (2016) and Zuiderwijk et al. (2015), a positive
relationship can be seen between and the intention to use a system, and this can
be considered one of the important elements of intention to use e-learning systems
(Tarhini et al., 2017a, 2017b). This study also argued on the premise that “if a
learner finds it easier to use e-learning, he or she is willing to adopt it.
As to attitude, the result obtained the computed r-value of skill engagement
is 0.383 which signified a weak correlation with a p-value of 0.003, which means
highly significant. The computed r-value of emotion engagement is 0.340, which
signified a weak correlation and a p-value of 0.038 which means highly significant.
35
The computed r-value of participation engagement is 0. 368, which signified a
weak correlation with a p-value of 0.004, which means highly significant. Also, the
computed r-value of perfomance engagement is 0.270, which signified a weak
correlation with a p-value of 0.037 which means significant This result indicates
that these indicators are highly and significantly correlated since the p-value is
lower than 0.05 level of significance. The result implies that any variance in the
level of skill engagement, of emotion engagement, participation engagement and
perfomance engagement has the corresponding variance in the level of attitude in
acceptance of e-learning education. In terms of attitude findings, the result
indicated that attitude has an important role in enhancing the students’ ease of
using the web-based learning. Lee, Cheung and Chen (2005) modelled the
students’ acceptance using the TAM extension to include extrinsic factors
(perceived usefulness and ease of use) and intrinsic factors (perceived enjoyment).
As to image, the result obtained the computed r-value of skill engagement is
0.408, which signified a moderately strong correlation and a p-value of 0.001,
which means highly significant. The computed r-value of emotion engagement is
0.484, which signified a moderately strong correlation with a p-value of 0.000,
which means highly significant. The computed r-value of participation engagement
is 0. .387, which signified a weak correlation with a p-value of 0.002, which means
highly significant. Also, the computed r-value of participation engagement is
0.349, which signified a weak correlation with a p-value of 0.006, which means
highly significant. This result indicates that these indicators are highly and
significantly correlated since the p-value is lower than 0.05 level of significance.
The result implies that any variance in the level of skills engagement, emotion
engagement, participation engagement and performance has the corresponding

36
variance in the level of image in acceptance of e-learning education. Shrestha, S.,
Haque, S., Dawadi, S., & Giri, R. A. (2022) stated that the major challenges and
constraints they experience in transitioning to online education include poor
network, lack of digital skills, lack of technological support from institutions
among others. Technical issues are the most important, followed by teachers’ lack
of technical skills and their teaching style improperly adapted to the online
environment (Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca,
M. C., 2020). Therefore in the study of Elzainy, A., El Sadik, A., & Al Abdulmonem,
W. (2020) have observed higher student achievements and promising staff
perceptions with obvious improvement in their technological skills.
As to image, the result obtained the computed r-value skill engagement is
0. 408, which signified a moderately strong correlation and a p-value of 0.001,
0.484, which signified a moderately strong correlation with a p-value of 0.000,
which means highly significant. Also, the computed r-value of participaton
engagement 0. 387, which signified a weak correlation with a p-value of 0.002,
which means highly significant. This result indicates that these indicators are
highly and significantly correlated since the p-value is lower than 0.05 level of
significance. Also, the computed r-value of performance engagement 0.349, which
signifies a weak correlation with a p-value of 0.006, which means significant. skills
engagement, emotion engagement, participation engagement and performance has
the corresponding variance in the level of image in acceptance of e-learning
education.
As to social influence, the result obtained the computed r-value of skill
engagement is 0.323, which signified a weak correlation and a p-value of 0.012,

37
which means significant. The computed r-value of emotion engagement is 0.294,
which signified a weak correlation with a p-value of 0.022, which means
significant. The computed r-value of participation engagement is .466, which
signified a strong moderately correlation with a p-value of 0.000, which means
highly significant. Also, the computed r-value of performance engagement is
0.301, which signified a weak correlation with a p-value of 0.019, which means
significant. This result indicates that these indicators are highly and significantly
correlated since the p-value is lower than 0.05 level of significance. The result
implies that any variance in the level of skills engagement, emotion engagement,
participation engagement and performance has the corresponding variance in the
level of social influence in acceptance of e-learning education. This study
supported by (Bakar, Zaidi, & Abdul, 2014) stated that social influence was found
to be significant towards e-Learning acceptance. Social influence and facilitating
condition positively influence continuance intention to use e-Learning among
higher education students, and this explainsthe results obtained (Bakar, Zaidi, &
Abdul, 2014), as the technology in education is influenced by social rather than
technological factors. Relatively, social behaviour could affect a user’s opinion,
adoption, and performance, especially in a collectivist culture (AlMarshedi et al.,
2017).
As to compatibility, the result obtained the computed r-value of skill
engagement is 0.473, which signified a strong moderately correlation and a p-
value of 0.000, which means highly significant. The computed r-value of emotion
engagement is 0.431, which signified a strong moderately correlation with a p-
value of 0.001, which means highly significant. The computed r-value of
participation engagement is 0.557, which signified a strong moderately correlation

38
with a p-value of 0.000, which means highly significant. Also, the computed r-
value of performance engagement is 0.328, which signified a weak correlation with
a p-value of 0.001, which means significant. This result indicates that these
indicators are highly and significantly correlated since the p-value is lower than
0.05 level of significance. The result implies that any variance in the level of skills
engagement, emotion engagement, participation engagement and performance has
the corresponding variance in the level of social influence in acceptance of e-
learning education. In the field of education (Şahin et al., 2021), it can be stated
that this construct may play a critical role in the adoption of technology.
Statements about the effect of CMPY in the context of motivation (Chen, 2011) and
its significance in terms of learning-teaching styles (Ursavaş, 2014) indicate that
the study findings are supported. In this context, it can be stated that the
expectations of university students in terms of education and the close
relationship of e-learning systems and the courses they take affect both their
perceptions of usefulness, their thoughts about ease of use, and their intention to
use. The study findings suggest that if university students' courses and e-learning
systems are compatible and their expectations from online education are met, they
will regard elearning systems as more useful, will perceive the use of systems as
easier, and will tend to use e-learning systems.
Acceptance STUDENT r-value p-value Remarks

of E-Learning Engagement
Performance Skills .352** 0.006 highly significant
Expectancy Emotion .270* 0.037 significant
Participation .290* 0.025 significant
Performnace .310* 0.016 significant
Skills .231 0.076 not significant
39
Effort Emotion .373** 0.003 highly significant

Expectancy Participation .312* 0.015 significant
Performnace .358** 0.005 highly significant
Skills .383** 0.003 highly significant
Attitude Emotion .340** 0.038 highly significant
Participation .368** 0.004 highly significant
Image Skills 408** 0.001 highly significant
Emotion .484** 0.000 highly significant
Participation .387** 0.002 highly significant
Performnace .349** 0.006 highly significant
Social Skills .323* 0.012 significant
Influence Emotion .294* 0.022 significant
Participation .466** .000 highly significant
Performnace . 301 0.019 significant
Compatibility Skills .473** 0.000 highly significant
Emotion .431** 0.001 highly significant
Participation30 .557** 0.000 highly significant
1
Overall .570** 0.000 highly significant
**. –Highly Significant. Correlation is significant at the 0.01 level (2-tailed).
Spearman’s Rho in Testing the Relationship of the Readiness for E-
learning to Student’s Engagement
Table 5 shows the relationship between readiness for e-learning and students
engagement among the Bachelor of Secondary major in Mathematics students

40
using Pearson’s product-moment Correlation. As shown, the over-all computed r-
values 0.820, which signified very strong correlation and a p-value of 0.000, which
means highly significant. This result indicates that there is a significant
correlation between readiness for e-learning and students engagement since the p-
value is lower than 0.05 level of significance set in this study. The result implies
that any variance in the level of student’s engagement has the corresponding
variance in the level of readiness for e-learning. This further implies that if the
level of acceptance of e-learning increases or decreases, the level of students
engagement will moderately increase or decrease and vice versa, as indicated in
the table of the strength of correlation described by Kim and Kim (2021) that
student engagement is a key factor in enhancing students’ desirable learning
outcomes, positively associated with student online learning satisfaction. In
accordance with the previous studies, those students who are engaged in the
learning process tend to invest more during their learning, participate more in
learning activities, and tend to develop mechanisms to assist them in achieving
their academic goals (Klem and Connell, 2004) and leading to more satisfaction in
both face-to-face and online context learning (Coetzee and Oosthuizen, 2012; El-
Sayad et al., 2021). This implication was supported based on the study of Hung
et al. (2010) maintain that online students who create and implement their
own learning methods can show a better learning performance. Beeland (2002),on
the other hand, states that visual and auditory elements affect student
engagement in the learning process. These results suggest that the search for
learning in different ways and the effort students devote to find solutions to the
course- related problems affect their cognitive engagement positively..
Furthermore, they concluded that the content readiness of e-learning student

41
engagement greatly helps the students to have a clear understanding of the
subject matter as it permits the utmost participation of the students in e-learning.
Moreover, as to the attitude towards e-learning , the result obtained the
computed r-value of skills engagement is 0. 511 which signified a Moderately
strong correlation and a p-value of 0.000, which means highly significant. This
result indicates that these indicator is highly and significantly correlated since the
p-value is lower than 0.05 level of significance. The computed r-value of emotion
engagement is 0. .623, which signified a strong correlation with a p-value of 0.000,
which means highly significant. The computed r-value of participation is . 486,
which signified a moderately strong correlation and p- value of 0.000, which
means highly significant. Also, the computed r-value of performance is .512
which signified moderately strong correlation and p-value is 0.000, which means
The result implies that any variance in the level of skills ,emotion, participation
and performance has the corresponding variance in the level of attitude towards e-
learning in readiness for e-learning education . The result was supported by.
Fageeh (2011) supported that there is overall acceptance of students for e-learning
initiatives. Abdelrahimet al., (2011) concluded that the students’ attitude towards
e-learning is positive and it is also supported by the study of Ahmad (2011). .
Ahmad et al.,(2012) supported this by concluding that institutions are facilitated
by adoption of e-learning and it also helps students with more flexibility of time
and place. Sifeet al., (2007) supported that adoption of elearning is affected by
pedagogical and technical factors in teaching learning process. Agyei &Voogt
(2011) point out that approach to technology interacts the students’ attitudes and
42
the instructors simultaneously and then shows its relationship with the level of
technology use. Hussain (2007) is very skeptical about students’ attitude at higher
education level towards e-learning in Pakistan. Olga et al., (2014) advocated the
utility and effectiveness of perceived usefulness which determine students’
attitude towards e-learning.
As to e-learning readiness the result obtained the computed r-value of skills
engagement is .595, which signified a moderately strong correlation and a p-value
of 0.000, which means highly significant. The computed r-value of emotion
engagement is 0.609 which signified a strong correlation with a p-value of 0.000
which means highly significant. The computed r-value of participation engagement
is 0.515, which signified moderately strong correlation with a p-value of 0.000,
which means highly significant Also, the computed r-value of performance
engagement is 0.481, which signified a moderately strong correlation with a p-
value of 0.000, which means highly significant. This result indicates that this
indicator is significantly correlated since the p-value is lower than 0.05 level of
significance. The result implies that any variance in the level of
emotions,participation and performance engagement has the corresponding
variance in the level of e-learning readiness in readiness for e-learning education.
This implication was supported based on the study, So & Swatman, (2006) stated
that examining online learning readiness at the beginning of the education process
is important for an effective online learning process. In order to benefit from online
learning environments sufficiently and to use their advantages, the importance of
online learning readiness has begun to be emphasized (Watkins and Corry, 2005)
and it has become a concept discussed in the process of offering online learning
opportunities in different formats (Smith, 2005). So, success in online learning

43
depends on understanding the readiness of stakeholders in this learning
environment (Mercado, 2008; Kruger-Ross and Waters, 2013).
As to content readiness, the result obtained the computed r-value of skill
engagement is 0. .691 which signified a strong correlation with a p-value of 0.000,
0. 729, which signified a a strong correlation and a p-value of 0.000 which means
highly significant. The computed r-value of participation engagement is 0. 707,
which signified a strong correlation with a p-value of 0.000, which means highly
significant. Also, the computed r-value of perfomance engagement is 0.550, which
signified a moderately strong correlation with a p-value of 0.000 which means
The result implies that any variance in the level of skill engagement, of emotion
engagement, participation engagement and perfomance engagement has the
corresponding variance in the level of content readiness of readiness for e-learning
education. This implication was supported based on the study of Agboo (2006)
states that model will assess the availability of e-learning content to the lecturers,
their satisfaction with the content, and assess if they need training on eLearning
content development. Training is important for e-learning readiness and it should
be considered in the of implementation of e-learning . The model therefore assess
if more training is needed in the development of e-learning materials.
As to cultural, the result obtained the computed r-value of skill engagement
is 0. 721, which signified a strong correlation and a p-value of 0.000, which means
highly significant. The computed r-value of emotion engagement is 0. 669, which

44
signified a strong correlation with a p-value of 0.000, which means highly
significant. The computed r-value of participation engagement is 0.682, which
signified a strong correlation with a p-value of 0.000, which means highly
significant. Also, the computed r-value of participation engagement is 0. 439,
which signified a moderately strong correlation with a p-value of 0.000, which
means highly significant. This result indicates that these indicators are highly and
The result implies that any variance in the level of skills engagement, emotion
engagement, participation engagement and performance has the corresponding
variance in the level of culture readiness of readiness for e-learning education.
This implication was supported based on the study of Davis, ( 1989) states that
several models focus on the importance of perceptions of ease of use, which is
successful in predicting and explaining actual intention and usage behavior, and
perceived usefulness which defines the degree to which an individual believes that
using a particular system would enhance job performance. Ease of use of the
eLearning tools, if they believe that eLearning can improve quality of their
teaching, if the University policies have made it possible to explore eLearning, if
there is enough management support in the implementation of e-learning, the
institution‟s is willingness to invest in eLearning and finally if the intellectual
property has hindered the use of e-learning.
Readiness for E- STUDENT r-value p-value Remarks

Learning Engagement
Skills .511** 0.000 highly

significant
Attitude towards Emotion .623** 0.000 highly
E-learning significant
Participation .486** 0.000 highly
45
significant
Performance .512** 0.000 highly
significant
significant
E-learning Emotion . 609** 0.000 highly
Readiness significant
Participation .515** 0.000 highly
significant
Performnace .481** 0.000 highly
significant
significant
Emotion .729** 0.000 highly
Content significant
Readiness Participation .707** 0.000 highly
significant
significant
significant
Emotion .669** 0.000 highly
significant
Culture Readiness Participation .682** 0.000 highly
significant
significant
Overall .820** 0.000 highly
significant
**. –Highly Significant. Correlation is significant at the 0.01 level (2-tailed).
The Significant Influence of Acceptance and Readiness for E-learning on
Students Engagement
Model Unstandardized Standardized

Coefficients Coefficients
46
B Std. Error Beta t sig
Acceptance of -0.0758 0.074 -.100 - .31

Readiness 1.021 1
Readiness for E-learning 0.304 0.101 .879 8.946 .00
0
Table 4 presents the multiple regression analysis of Acceptance and Readiness for E-learning using
the level of Students Engagement among the Bachelor of Secondary 1st year to 4th year Major in
Mathematics students in Agusan Del Sur State College of Agriculture and Technology – Trento
External Studies Center. The result of the regression shows that among the model of acceptance of e-
learning and readiness for e-learning, only the readiness for e -learning were found as best predictors
of student engagement, and has significant influence of less than 0.05 level of highly significant.
Among the model, readiness for e-learning is the best predictor since the standardized coefficient of
0.101 is higher than the standardized coefficient of acceptance of e-learning, which is 0.0.074. These
implications were supported based on the study Kaymak-Demir & Horzum (2013) that stated that
online learning readiness has the dimensions of technology and student and is an important part of
distance education as it is associated with the success of e-learning programs (Kaur & Abas, 2004).
In order for e-learning programs to be successful, it is essential to evaluatethe e-readiness levels of
students as well as providing them with the necessary infrastructureand materials. Hong and Gardner
(2018) maintain that e-readiness involves self-efficacy, selfregulation,social competence, and digital
competence. They further state that low level of readinesshas an important effect on the engagement
level of students and depth of learning. Parkes, Stein and Reading (2015) argue that unprepared
learners cannot actively participate and use critical thinking skills. They investigated the perceptions
of university students about online learning readiness using the LMS. The findings indicated that the
students were prepared to engage in e-learning technology, whereas they were unprepared for such
47
activities as beingclear and concise in responses, reading and writing, synthesizing ideas, planning
strategies, having discussions, and working with other students. Engagement and in-depth learning
levels of learners who areunprepared for online learning environments are particularly adversely
affected. It is stated thatsuch unprepared students cannot actively participate in the process and
cannot use their criticalthinking skills. Students need to have certain technical skills and be ready to
learn online to take advantage for e- learning.
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary
The study was entitled, “Acceptance and Readiness of E-learning Student
Engagement Amidst Covid-19 Pandemic in ASSCAT, Trento Studies Center.” This
study was conducted to determine which domain of acceptance of e-learning and
readiness for e-learning that greatly predicts student’s engagement among BSED
Mathematics students in Agusan del Sur State College of Agriculture and
Technology – Trento External Studies Center.
There were a total of 60 Bachelor of Secondary Education Major in
Mathematics students in ASSCAT, Trento External Studies Center, who
participated in the study. The respondents were selected using non-random
sampling.
The researcher used adapted questionnaires in gathering the data. These
were for acceptance of e-learning questionnaire adapted from Salloum, S. A.,
Alhamad, A. Q. M., Al-Emran, M., Monem, A. A., & Shaalan, K. (2019) ,readiness
of e-learning questionnaire adapted Obi, I., Charles-Okoli, A., Agunwa, C.,
Omotowo, B., Ndu, A., & Agwu-Umahi, O. (2018) and Student Engagement
48
questionnaire adapted from Dixson, M. D. (2010). The respondents of the study
were the 2nd year to 4th year BSED Mathematics students that were selected
through a non-random sampling method. The statistical tools used were the
weighted Mean, Spearman’s Rho Correlation, and Multiple Regression Analysis.
The result of the study showed that the level of acceptance of e-learning of
BSED Mathematics students obtained a mean value of 3.41 with a verbal
description of high. As well as the level of readiness of e-learning obtained a mean
value of 3.56 with a verbal description of high. Also with student engagement
obtained a mean value of 3.64 with a verbal description of high. Moreover, the
correlation between acceptance of e-learning, and student’s engagement obtained
the over-all computed r-value of 0.570 which signified a strong moderately
correlation and a p-value of 0.000, which means highly significant. This result
means that there is a significant correlation between acceptance of e-learning, and
student’s engagement since the p-value is lower than 0.05 level of significance set
in this study. Also, the technical competence obtained the standardized coefficient
of 0.873, which is the highest among the four indicators of readiness for e-
learning.
Also, the result of the study showed that the level of readiness for e-learning
of BSED Mathematics students obtained a mean value of 3.56 with a verbal
description of high. Also with student engagement obtained a mean value of 3.64
with a verbal description of high. Moreover, the correlation between readiness for
e-learning, and student’s engagement obtained the over-all computed r-value of
0.820, which signified a very strong correlation and a p-value of 0.000, which
means highly significant. This result means that there is a significant correlation
between acceptance of e-learning, and student’s engagement since the p-value is

49
lower than 0.05 level of significance set in this study.
Conclusions
Based on the findings of the study, the following conclusions were drawn:
First, the acceptance of e-learning is often accepted. It implies that students
are learning in e-learning education. Second, the readiness for e-learning of the
students is often observe. It implies that students readiness in e-learning is
continuous to grow which are technology access, online skills and relationships,
motivation, ability to use online audio/video, ability to use Internet discussions.
Third, student engagement of bait is concluded that any variance in the level of
student’s engagement has corresponding variance in the level of acceptance and
readiness for e-learning. Furthermore, the significant influence predict that the
readiness for e learning has significance influence on the student engagement
amidst the Covid-19 pandemic in ASSCAT Trento Studies Center.
Recommendations
Based on the findings that there is a significant influence relationship
between readiness and student’s engagement, the following recommendations
were presented. Namely, there’s a need to increase the level of acceptance of e-
learning to increase the level of student’s engagement. To attain that, the
administrator may design learning environments enriched by different activities
considering student’s profile of engagement with the e-learning activity. The
inclusion of varied activities is therefore recommended to increase academic
success and ensure equal opportunity in e-learning education. Also, the teachers
50
may encourage learners to observe and engage in these e-learning opportunities
since it not only develops their future professional knowledge but also provides an
essential opportunity to observe and develop their future approach to continuing
professional development. The students may be aware of their strengths and
weaknesses that will help them improve their crafts as agents of learning and
know how to cope with the problems or difficulties that might encounter in
relation to the study and would help them know how the acceptance and
readiness for e-learning could affect their level of engagement. Also, the researcher
may conduct a wide ranging level in Agusan del Sur so that its result becomes
valid for the whole country.
Based on the perception of learners in this study related to acceptance and
readiness for e-learning in the midst of pandemic COVID-19, school
administrators should look at the learners’ condition in terms of performance
expectancy, effort expectancy, attitude, image, social influence and compatibilit.
Also they should to attitude toward e-learning, e-learning readiness,content
readiness and cultural readiness that are effective and efficient on their
engagement with their fellow students, their instructors, and on the content to the
implementation of e-learning education.
e-learning education plays a vital role in manifesting student’s engagement
by keeping them engage in various online activities. Also it allow students move at
their own pace, and acknowledge and respect each other. Lastly, future
researchers may conduct the same study and use other important variables to
gain a good result and a more interesting study. Future researchers may use other
variables that would best predict student’s engagement.

51
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ACCEPTANCE FOR E-LEARNING QUESTIONNAIRE
Name of Respondent (Optional):______________________________________
School: ____________________________________________
54
Year/Section: __________________
Direction: Below you will find a series of statement. For each statement, state it
with your personal experiences as BSED Math students. Refer your answer with
the description below. Please do not leave any item blank.
(5)- Strongly Agree (4)- Agree (3)- Neither (2)- Disagree (1)- Strongly
disagree
PERFORMANCE EXPECTANCY 5 4 3 2 1
1. E-learning would help me improve my academic
performance
2. E-learning would allow me to do more work in
less time.
3. E-learning would make it easier to do my school
work
4. E-learning will be useful for my career.
EFFORT EXPECTANCY
5. Learning to use e-learning would be easy for me
6. I would find it easy to use e-learning without
much help.
7. It would be easy for me to become skillful at
using e-learning
8. It would be easy for me to become skillful at
using e-learning
55
ATTITUDE
7. I think e-learning is a good idea for students.
8. I think e-learning is a good idea for universities.
9. I am interested in using e-learning
IMAGE
10. I think that people who use e-learning are
getting better education than those who do not.
11. I think that people who use e-learning have
good reputation
12. Using e-learning is good for my reputation
13. Students in my school who use e-learning are
known and respected more than others.
SOCIAL INFLUENCE
14. My parents will like it if I choose to enroll in an
online class.
COMPATIBILITY
15. E-learning would allow me to learn what I
want, when I want
16. I feel that e-learning is at least equal quality to
classroom learning
Source: Salloum, S. A., Alhamad, A. Q. M., Al-Emran, M., Monem, A. A., &
Shaalan, K. (2019). Exploring students’ acceptance of e-learning through the
development of a comprehensive technology acceptance model. IEEE
access, 7, 128445-128462.
56
READINESS FOR E-LEARNING
Name of Respondent (Optional):______________________________________
School: ____________________________________________
Year/Section: __________________
with your personal experiences as BSED MATH students. Refer your answer with

57
disagree
1 2 3 4 5
ATITUDE TOWARDS E-LEARNING
1. I’m not in favor of full time
E-learning as it lacks the
face-to-face interaction between
students and educators.
2. I’m not in favor because E-learning
leads to social isolation
3. I’m not in favor because E-learning
is a complex process for students
with beginner-level computer
skills.
4. I’m in favor of e-learning and ready
to accept it.
E-LEARNING READINESS
5. Personal commitment to
E-learning
6. Experienced with technology-based
training, e.g., multimedia, etc
7. Willingness to collaborate and
share information and knowledge

58
through E-learning
8. Design of the e-learning content is
important for attracting users
9. Technology is the most critical
readiness factor in E-learning
10. Ready to move beyond a
predominant reliance on classroom
training to E-learning approach
11. Need more training for
E-learning content development
CONTENT READINESS
12. Availability of E-learning
teaching materials
13. Reliable IT infrastructure
that can support E-learning in the
university
14. Have the required basic ICT
skills for E-learning
CULTURAL READINESS
15. Find it easy to use
E-learning tools.
16. Interaction with E-learning
tools is clear and understandable

59
17. E-learning system is flexible
to interact with
Source: Obi, I., Charles-Okoli, A., Agunwa, C., Omotowo, B., Ndu, A., & Agwu-
Umahi, O. (2018). E-learning readiness from perspectives of medical
students: A survey in Nigeria. Nigerian journal of clinical practice, 21(3), 293-
293.
STUDENT ENGAGEMENT QUESTIONNAIRE
Name of Respondent (Optional): ______________________________________
School: ____________________________________________
Year/Section: __________________
60
with your personal experiences as BSED MATH students. Refer your answer with
disagree
Skills 1 2 3 4 5
1. Making sure to study on a regular basis.
2. Staying up on the readings
3. Looking over class notes between getting online to make
sure I understand the material.
4. Being organized
5. Listening/reading carefully.
6. Taking good notes over readings, Power Points, or video
lectures
Emotion
7. Putting forth effort.
8. Finding ways to make the course material relevant to my
life.
9. Applying course material to my life
10. Finding ways to make the course interesting to me.
11. Really desiring to learn the material
Participation
12. Having fun in online chats, discussions or via email
with the instructor or other students
13. Participating actively in small-group discussion forums

61
14. Helping fellow students
15. Engaging in conversations online (chat, discussions,
email).
16. Posting in the discussion forum regularly
17. Getting to know other students in the class
Performance
18. Getting a good grade
19. Doing well on the tests/quizzes
Source: Dixson, M. D. (2010). Creating effective student engagement in online

courses: What do students find engaging? Journal of Scholarship of Teaching and
Learning, 10(2), 1–13. Retrieved from http://josotl.indiana.edu/article/view/1744

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AGUSAN DEL SUR STATE COLLEGE OF AGRICULTURE AND

Acceptance and Readiness for E-Learning on the student Engagement

ARMANDO CAGASAN LICANDA

BACHELOR OF SECONDARY EDUCATION MAJOR IN MATH

acceptance of e-learning is often accepted and readiness for e-learning is highly

significant percentage of student readiness are found to be observe in e-learning

as an alternative to traditional approach of learning i.e. face-to-face mode of learning. This

accessible and effective for student engagement

Background of the Study

rapid development in internet technologies, and revolution in computer softwares

is enacted, particularly in distance education. Emerging concepts such as online

led to a flurry of comparative studies done on e-learning and face-to-face learning

2016), and e-learning’s strengths and weaknesses (Wang, 2010).

E-learning environments do present some disadvantages, such as

inhibiting face-to-face communication and socialising among the learners,

resulting in the emergence of a new learning environment, termed blended

both e-learning and the face-to-face learning environment (Azizan, 2010). As a

result, the application of blended instruction among lecturers in higher education

students are for a blended learning model of instruction. Students struggle to

adapt to the change from traditional classrooms to virtual classrooms (Sanchez-

facilities and amenities, such as high-speed internet connections (Panyajamorn et

In the literature, learning environment referred to distance education

environments. Most studies have been conducted in the context of traditional

classrooms, researchers have found that novelty enhances students’ situational

interest as well as engagement in the Self-regulation Computer self-efficacy

Situational interest Emotional engagement Cognitive engagement Behavioral

engagement British Journal of Educational Technology © 2011 Becta.classroom

classroom context literature is valuable because results of distance education can

be compared with results from traditional classroom education.

measurement of student’s engagement’ has received increasing attention from

researchers, practitioners, and policy makers alike. Thus, it is on the concern of

the researchers to conduct this study in order to determine the significant

influence of motivation for online learning and self-regulated learning to student’s

engagement in distance education among BEED students. Hence, the output of

Elementary Education in Agusan del Sur State College of Agriculture and

Technology, Trento External Study Center School Year 2022-2023.

of E-learning readiness and to develop a model for E-learning readiness among

External Study Center .

Objectives of the Study

This study aims to determine the significant influence of Acceptance and

Readiness for E-Learning on Student Engagement of Bachelor of Secondary

Technology, Trento Campus.

Specifically, it aimed to attain the following objectives:

1. To describe the level of acceptance learning in term of:

1.1 Performance Expectancy

1.2 Effort Expectancy

1.5 Social Influence

2. To assess the level of Readiness for E-learning in terms of:

2.1 Attitude towards E-learning

2.2 E-learning Readiness

2.3 Content Readiness;

2.4 Culture Readiness;

3. To identify the level of student engagement in terms of:

4. To determine the significant relationship between acceptance learning and

student engagement of BSED Math in Agusan del Sur State College of

Agriculture and Technology, Trento external studies centers.

5. To determine the significant relationship between Readiness of E-learning and

student engagement of BSED Math in Agusan del Sur State College of

Agriculture and Technology, Trento external studies centers.

6. To determine which among the Acceptance and Readiness for E- learning

significantly predicts the student engagement.

Significance of the Study

The findings of this study will be beneficial to the following persons: