ABSTRACT
This study sought to investigate how the online sense of connectedness of senior high school students related to their academic performance in Mathematics e-learning course. This research was administered to 261 student-respondents during the first semester of the school year 2020 – 2021 in a private school in Southern Luzon. To collect the data, the researchers administered the Online Student Connectedness Survey (OSCS), formulated by Bolliger & Inan (2012), via Google Form. Moreover, their final 1st-semester mathematics grade records were collected from the respective math teachers. A descriptive-correlational research design was used to analyze the data. Data collected were analyzed and interpreted using frequency, percentage, mean, mode, Pearson Product Moment Correlation and One-sample T-test. Pearson’s r revealed a statistically significant positive correlation between the OSCS scores and academic performance in Mathematics. Specifically, the OSCS subscales such as students’ online sense of comfort, community, facilitation, and interaction and collaboration have a statistically significant positive correlation to academic performance in Math. Linear regression was generated and showed the OSCS score is a positive predictor of Math grade. While the results of this study suggest that online student connectedness can emerge in a senior high school program, further research is recommended across multiple grade levels, populations, and contexts.
Keywords: comfort, community, collaboration, connectedness, e-learning, facilitation, online sense of connectedness
see PDF attachment for more information