Students’ Satisfaction on Online Mathematics Learning and Academic Performance of College Students

Abstract

This study investigated the relationship between student satisfaction with online mathematics learning and their academic performance at the University of Bohol's Teachers College Department during the 2020-2021 academic year. Satisfaction with online mathematics learning was measured by student perceptions of their experience in the online environment. Academic performance was assessed using final grades in mathematics courses. A quantitative, correlational research design was employed and the target population consisted of 431 students enrolled in mathematics courses within the department. A sample of 65 students was randomly selected, based on a 95% confidence interval and a 5% margin of error. A researcher-developed questionnaire, demonstrating acceptable reliability with a Cronbach's alpha of .827 in a pilot test of ten students, was used to collect data on student satisfaction. Ethical considerations were prioritized, with informed consent obtained from all participants and strict adherence to privacy and anonymity protocols, ensuring a "do no harm" approach. Spearman's Rank Correlation Coefficient was used to analyze the data. The findings indicated no statistically significant correlation between student satisfaction with online mathematics learning and their academic performance. This suggests that, within the context of this study, satisfaction with the online learning environment did not appear to be related to students' final grades in mathematics