Investigating the influence of students' technology self-efficacy and attitudes towards hybrid modality / by Heizel Mae E. Villacin, Althea Louise C. Rovelo, Maise T. Tuñacao, Kimberly L. Medina, Geracille U. Solon.
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TextPublisher: Cebu, City Philippines : University of Cebu-Banilad, c2025Description: xii, 140 pages : colored illustrations ; 28 cmContent type: text Media type: unmediated Carrier type: volumeSubject(s): Education | Technology | Self-efficacy | Attitude | Hybrid learning | CorrelationSummary: "The integration of students' self-efficacy and attitudes toward hybrid learning was crucial for understanding their confidence and shaping behavioral beliefs. These factors influenced actions, performance, and achievements in a hybrid setting. The study examined how students' profiles affected their technology self-efficacy and attitudes toward hybrid learning among Grade 12 STEM students at the University of Cebu-Banilad Campus, S.Y. 2023-2024. The results served as the basis for developing the proposed enhancements to the learning plan.
This study employed a descriptive-correlational design to assess technology self-efficacy and attitudes toward hybrid learning among K-12 STEM students. A researcher-made questionnaire was administered to two hundred fifty-nine Grade 12 STEM students at the University of Cebu-Banilad, selected through purposive sampling to ensure diverse representation. The instrument's reliability was confirmed using Cronbach's Alpha. Data analysis included simple percentages, frequency count, weighted mean, and Chi-square tests to derive meaningful insights from the responses.
The findings revealed a gender distribution of 52.51% female and 47.49% male, with smartphones and Google Chrome being the most utilized digital learning devices and web tools, respectively. Respondents demonstrated high efficacy in functional features (3.24), user interface (3.54), and content (3.36) for hybrid learning, and exhibited a strong positive attitude (3.66) toward technology in hybrid learning. The researchers concluded that there was no significant relationship between respondents' profiles and their technology self-efficacy and attitudes toward hybrid learning, leading to the acceptance of the null hypothesis. The researchers strongly recommended enhancing learning plans, implementing customized teaching approaches, and pursuing continuous professional development to improve students' technological skills and foster positive attitudes toward technology in educational settings." —Abstract
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Thesis
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College Library Periodicals Index | T V71in 2025 (Browse shelf) | Not for loan | 3UCBL000029472 |
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Includes bibliographical references.
"The integration of students' self-efficacy and attitudes toward hybrid learning was crucial for understanding their confidence and shaping behavioral beliefs. These factors influenced actions, performance, and achievements in a hybrid setting. The study examined how students' profiles affected their technology self-efficacy and attitudes toward hybrid learning among Grade 12 STEM students at the University of Cebu-Banilad Campus, S.Y. 2023-2024. The results served as the basis for developing the proposed enhancements to the learning plan.
This study employed a descriptive-correlational design to assess technology self-efficacy and attitudes toward hybrid learning among K-12 STEM students. A researcher-made questionnaire was administered to two hundred fifty-nine Grade 12 STEM students at the University of Cebu-Banilad, selected through purposive sampling to ensure diverse representation. The instrument's reliability was confirmed using Cronbach's Alpha. Data analysis included simple percentages, frequency count, weighted mean, and Chi-square tests to derive meaningful insights from the responses.
The findings revealed a gender distribution of 52.51% female and 47.49% male, with smartphones and Google Chrome being the most utilized digital learning devices and web tools, respectively. Respondents demonstrated high efficacy in functional features (3.24), user interface (3.54), and content (3.36) for hybrid learning, and exhibited a strong positive attitude (3.66) toward technology in hybrid learning. The researchers concluded that there was no significant relationship between respondents' profiles and their technology self-efficacy and attitudes toward hybrid learning, leading to the acceptance of the null hypothesis. The researchers strongly recommended enhancing learning plans, implementing customized teaching approaches, and pursuing continuous professional development to improve students' technological skills and foster positive attitudes toward technology in educational settings." —Abstract
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Mindajao, Lynie College of Teacher Education Education
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