000			03505nam a22003977a 4500
003			OSt
005			20260410105251.0
008			260407b |||||||| |||| 00| 0 eng d
040			_aUniversity of Cebu-Banilad _cUniversity of Cebu-Banilad
100			_aVillacin, Heizel Mae E., _eauthor.
245			_aInvestigating the influence of students' technology self-efficacy and attitudes towards hybrid modality / _cby Heizel Mae E. Villacin, Althea Louise C. Rovelo, Maise T. Tuñacao, Kimberly L. Medina, Geracille U. Solon.
260			_aCebu, City Philippines : _bUniversity of Cebu-Banilad, _cc2025.
300			_axii, 140 pages : _bcolored illustrations ; _c28 cm.
336			_2rdacontent _atext
337			_2rdamedia _aunmediated
338			_2rdacarrier _avolume
504			_aIncludes bibliographical references.
520			_a"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
521			_aAdult
541			_xMindajao, Lynie _yCollege of Teacher Education _zEducation
546			_aText in English
650			_aEducation.
650			_aTechnology.
650			_aSelf-efficacy.
650			_aAttitude
650			_aHybrid learning.
650			_aCorrelation.
700			_aRevelo, Althea Louise C., _eauthor.
700			_aTuñacao, Maise T., _eauthor.
700			_aMedina, Kimberly L., _eauthor.
700			_aSolon, Geracille U., _eauthor.
942			_2ddc _cTHE
998			_cLeslie [new] _d04/07/2026
998			_cJanna [edited&checked] _d04/10/2026
999			_c15116 _d15116