DETERMINING THE PREDICTORS OF ELECTRONIC LEARNING SELF-

EFFICACY AND ITS IMPACT TO ACADEMIC PERFORMANCE

A Research Paper Presented to Practical Research 2 Panelists

Of Kapalong College of Technology, Inc.

Purok 10- A, National Highway, Maniki

Kapalong, Davao del Norte

In Final Fulfilment of the Requirements

for the course Practical Research 2

SANICO, SONNY JAMES D.

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 KAPALONG COLLEGE OF TECHNOLOGY, INC
Purok 10-A Población, Maniki, Kapalong, Davao del Norte

Email Address: kcti_kapalongddn@[Link]

APPROVAL SHEET

This research entitled DETERMINING THE PREDICTORS OF

ELECTRONIC LEARNING SELF-EFFICACY AND ITS IMPACT TO ACADEMIC

PERFORMANCE prepared and submitted by Sonny James Sanico in fulfillment of

the requirements for Research 2: Quantitative Research has been examined and

has passed the Oral Presentation and review.

CRIS OLIVER R. MERCADO TITO L. BENEGIAN

Date of Checked Date of Approved

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 Acknowledgment

First and foremost, praises and thanks to God, the Almighty, for His showers of

blessings throughout my research work to complete the research successfully.

I would like to express my deep and sincere gratitude to my research teachers

Ma’am. Sheena Figuracion and Sir. Cris Oliver Mercado for giving me the

opportunity to do research and providing invaluable guidance throughout this

research. I am extremely grateful for what they have offered me.

I would also like to thank our Principal Sir. Tito L. Benegian for letting me do

this study and giving me the opportunity to finish successfully this study. Thank you

for the guidance and information to make this study possible.

I am extremely grateful to my parents for their love, prayers, care, and

sacrifices in educating and preparing me for my future. I am very much thankful to

my friends, understanding, prayers, and continuing support to complete this study.

I would like also, to acknowledge all the Staff and Faculty of KCTI, who gives

some encouragement and inspiration to finish this study.

To the people who helped me to make this study possible. To all the persons

whom the researcher failed to mention but you are all truly remembered for your

efforts and participation in this study. A big thanks to everyone.

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 Dedication

This study is wholeheartedly dedicated to my beloved parents, who have

been my source of inspiration and gave me strength when we thought of

giving up, who continually provide their moral, spiritual, emotional, and

financial support.

To my relatives, mentors, friends, and classmates who shared their words

of advice and encouragement to finish this study.

And lastly, we dedicated this book to the Almighty God, thank you for the

guidance, strength, power of the mind, protection, and skills, and for giving us

a healthy life. All of these, we offer to you.

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 TABLE OF CONTENTS

Title Page ..................................................................................................................1

Acknowledgement ...................................................................................................3

Dedication ................................................................................................................4

Table of Contents ....................................................................................................5

I. INTRODUCTION

Rationale ..........................................................................................................6

Research Objectives ......................................................................................7

The hypothesis of the study ...........................................................................8

Theoretical Framework of the Study ..............................................................8

Conceptual Framework of Study ...................................................................9

Significance of the Study ..............................................................................11

Definition of terms ........................................................................................12

II. REVIEW RELATED LITERATURE

Related Literature .....................................................................................13

REFERENCES .......................................................................................................29

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 Chapter 1

Introduction

Rationale

The use of e-learning is increasing day by day and it has become widespread

in higher education, as the World Health Organization (WHO) declared the outbreak

of coronavirus disease in January 2020 and declared as Covid-19 pandemic last

March 2020. E-learning stands for "electronic learning" that can be denoted as a

mechanism of learning through electronic tools or techniques, the trend and way of

learning has been changed due to the COVID-19 Pandemic in which both teachers

and students are in the adjustment process. In this paper, e learning is defined as a

technique through which individuals can learn by using a wide variety of tools such

as personal computer, mobile, laptop etc., in different platforms such as google,

Facebook, email and YouTube.

In international setting particularly in Russia, the analysis of the experience of

Russian and foreign education system has shown the difficulties of education

individualization. They relate to the external factors of the public policy and internal

differences in the interpretation of the concepts and approaches to individualization,

the construction of individual educational trajectories. These approaches are

undergoing significant changes in the conditions of intensive development of e-

learning. However, there is no coherent concept of web-based teaching now.

Therefore, the development of adaptive e-learning system, which can provide for the

construction of individual educational trajectories, based on new approaches, is the

actual problem of modern education (Goepel, J. 2011).

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 Moreover, In national setting particularly in the Philippines, most of the

schools in the Philippines, especially those located in rural communities, were taken

by surprise by these online classes and remote learning. Other private organizations

have gathered to donate gadgets and bond papers to print modules for use of the

schools and individual students. Others rely on government support. While problems

with gadget provision and internet access is an expected problem, one struggle that

is present on the side-lines of this situation is the psychological struggle. Online

remote learning is undeniably difficult both for the teachers and the students. For

older teachers, they need to learn the technology fast.

Furthermore, in local setting particularly in Kapalong, according to Sir Niel

Aniana a teacher of Saint Jude Academy of Mindanao he stated that, it's quite

effective for him because he attends to do a lot of research. And he able to compare

different ideas because of course, internet is there. It's very dynamic especially when

you wanted to dig in your understanding towards a certain idea/subject/matter. In

this, I could use technology tools to connect new information to my prior knowledge

rather than just passively receive information.

Research Objectives

The purpose of this study is to determine the effectiveness of e-learning in this

pandemic.

Specifically, this study will seek to answer the following objectives.

 [Link] determine the effectiveness of E-learning in terms of:

 1.1 System Quality

 1.2 Information Quality

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  1.3 Service Quality

2. To determine the level of effectiveness of E- learning.

 2.1 Teaching and Learning

 2.2 Parent Involvement

 2.3 Educational Engagement

3. To determine the relationship between of E-learning and Academic

Performance.

Hypothesis

The following hypothesis will be tested at 0.05 level of significance:

Ho; There is no significant relationship between E-learning and Academic

Performance.

Ha; There is a significant relationship between E-learning and Academic

Performance.

Theoretical Framework

According to Radha she stated that E-learning has gotten to be the required

component of all educational institutions like schools, colleges, and universities in

and around the world due to the widespread emergency of COVID-19. This deadly

situation has flipped out the offline educating handle. E-learning gives an effective

teaching strategy that brings out the leading in students. To discover out the

student's demeanour towards e-learning, essential information has been collected

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from national and worldwide shrewd through Google forms which incorporate the

student community from different schools, colleges, and universities (Radha, 2020).

In support, as e-learning is developing as the new paradigm of modern

education. E-learning has gotten to be one of the powerful supporting devices which

have differentiated the traditional setting of learning in colleges. On one hand, e-

learning isn't limited to geographical barriers. Students can lock-in in self-directed

learning and learning assets can be more than once utilized. On the other hand, e-

learning gives adaptable learning materials and steady data. The learning content is

simple to upgrade. With the fast development of innovation, the Web as a

conveyance stage has motivated colleges to contribute their assets on developing

online programs (Wenchieh Wu, Lan-Yin Hwang 2010).

Lastly, the study reveal that e-learning platforms have great deal of impacts

on student's academic achievement, specially to the students don't have access to

e-learning facilities with exception of email facilities, scanner, and internet service in

the college. E-learning platforms are utilized by students and all the strategies

identified are needed for improving students’ academic performance through the

access of e-learning platforms (Ahmed A. Mahmood M. S. 2012).

Conceptual Framework

E-learning has become an increasingly prevalent learning approach in higher

educational institutions due to the fast growth of internet technologies. It aims to

mainly focus on evaluating the effectiveness of the E-learning on the academic

performance of the students in Saint Jude Academy of Mindanao in the midst of

pandemic. A two sections e-learning and academic performance. E-learning system

included items related to system quality, information quality and service quality.

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Academic Performance included items related to teaching and learning, parental

involvement, and educational engagement. This study shows that system quality,

information quality and service quality contribute more to e-learning system. E-

learning system has been defined by three first-order constructs: a system quality,

service quality and information quality. The predictability of the proposed model is

high to explain the impact of e-learning system on e-learning effectiveness. (Chopra,

G., 2019)

Academic self-efficacy reflects the level of confidence or competencies a

student reports for completing or succeeding with academically related tasks and

achievement. While Parents may engage in the educational lives of middle grades

students in numerous ways, but this involvement almost always involves conveying

their values, attitudes, and support for education and acting in ways that reinforce

that support.

Lastly, a well-known indicator for academic performance is the sense of future

the child has regarding his or her educational engagement, which are rapidly

changing in the middle school years. Although schools and teachers are only part of

developing the value of education, they do have a fundamental role in helping

students understand abilities, options, and opportunities for their future (Roeser, Van

der Wolf, and Strobel, 2012).

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 Dependent Variable Independent Variable

E-Learning Academic

Performance

• System Quality

• Information • Teaching and

Quality Learning

• Service Quality • Parent Involvement

• Educational

Chopra G. (2019) Engagement

Roeser and

Strobel (2001)

Figure 1. Conceptual Framework showing the variables of the study.

Significances of the Study

This study will play a great role in the community as it will provide information

and solutions to the problem. This study will be helpful to:

DepEd. The Department of Education play an important role in finding ways

to let the students to continue their learning stages. This study can help the DepEd

to balance the situation in today’s necessity and find ways to cope up with it.

School Administration. Through this study, the school’s faculty and staff will

take a lens to the students as it will help them to motivate the students to continue

their studies even if it becomes difficult today.

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 Teacher. They will also play a big role in making students inspired to continue

their studies as this study will help them know the situation of the students to the new

learning system amidst COVID 19.

Students. This study will help the student to be more determined to continue

their hardships even if e-learning is a difficult way.

Future Researchers. Through this study, the future researchers will be able

to get a credible information that they can use it as a basis.

Definition of Terms

E- learning. E-learning” stands for “electronic learning”. E-learning can be

denoted as a mechanism of learning through electronic tools or techniques without

using paper printed instructional material. It can be used for the purpose of both

learning and teaching. E-learning can be defined as both online and offline learning

engagements that are carried out by any individual or group (Naidu, 2013).

Pandemic. An epidemic or a sudden outbreak that becomes very widespread

and affects a whole region, a continent, or the world due to a susceptible population.

(William C. Shiel Jr., MD, FACP, FACR, 2018)

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 Chapter 2

Review Related Literature

In this part of the study, the related works, literature and theories are stated and

are arranges accordingly to their different function. The indicators of dependent and

independent variable of the study are being discussed and defined to give a clear

meaning and connection to the study by the researchers.

E-Learning

This examination endeavored to discover the impact of segment factors on the

adequacy of the e-learning framework in a higher learning Institution. The

understudies from this organization were arbitrarily chosen to assess the viability of

learning framework in understudy's learning interaction. The essential information

source is the polls that were disseminated to the understudies.

Moreover, Information was then examined utilizing SPSS. Discoveries affirmed

that age, program of study and level of training has critical effect on the adequacy of

E-learning. Hence it is suggested that a cautious survey of conveyance techniques

ought to be embraced prior to beginning of each admission contemplating of

assorted foundation of understudies.

Therefore, Correlations ought to be made between the viability of e-learning

and conventional learning strategies through understudies' appraisal after every

meeting of talk. It is additionally prescribed that the foundation to investigate the

issue of commonality of with web-based learning innovation among understudies

prior to acquainting the e-learning framework with survey whether understudy is

alright with the internet learning devices. (Islam 2011)

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 In a study by Mohammadi, with the reason of comparing the impacts of e

electronic and booklet on women's fulfillment with postpartum care, it was appeared

that e-learning increments the level of fulfillment of nulliparous ladies within the

consequence of labor, where this increment in fulfillment was essentially more than

the control bunch. Understanding fulfillment implies his report of the quality of care

and the interaction between quiet and health benefit suppliers.

Moreover, electronic education is there to enhance knowledge of patients

especially mothers during postpartum and can provide an efficient way to enhance

personnel-patient interaction. So, this study was conducted to define the effect of

electronic education on the awareness of women about post-partum breast feeding

education.

Therefore, as electronic education method had a higher effect on level of

awareness about postpartum breast feeding among mothers compared to paper

based method, health providers are suggested to apply this method to increase

mothers' knowledge and to provide them with care (Mohammadi (2013).

In the study of Albeit the current models of e-learning adequacy have improved

our comprehension of how internet preparing can support and upgrade learning.

Most distributed models don't consider the significance of the connection between

friendly presence and communication. Consequently, this examination creates going

before examination by expanding a model of eLearning adequacy which adds social

presence to other contemplated factors including PC self-viability, seen helpfulness,

seen usability, communication among coach and students, and e-learning viability.

Besides, the model incorporates the potential connections between

autonomous components. For this situation, the current exploration looks to

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recognize the impact of PC self-adequacy, usability, seen convenience,

communication, and social presence on e-learning viability.

Moreover, this investigation thinks about the potential impacts between

singular attributes, perceptual qualities, and ecological [Link] examination

endeavored to discover the impact of segment factors on the adequacy of the e-

learning framework in a higher learning Institution. The understudies from this

organization were arbitrarily chosen to assess the viability of learning framework in

understudy's learning interaction. (Mbarek and Zaddem 2013)

System Quality

This investigation proposes an exploration model that inspects the

determinants of understudy learning fulfillment in a mixed e-learning framework

(BELS) climate, in light of social intellectual hypothesis. The examination model is

tried utilizing a poll study of 212 members. Corroborative factor examination (CFA)

was performed to test the dependability and legitimacy of the estimations.

In the other hand, the halfway least squares (PLS) technique was utilized to

approve the estimation and theories. The experimental discoveries show that PC

self-viability, execution assumptions, framework usefulness, content element,

cooperation, and learning environment are the essential determinants of understudy

learning fulfillment with BELS.

Therefore, the outcomes additionally show that learning environment and

execution assumptions altogether influence learning fulfillment. PC self-adequacy,

framework usefulness, content component and cooperation essentially influence

execution assumptions. Association significantly affects learning environment. The

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discoveries give knowledge into those components that are likely huge predecessors

for arranging and executing a mixed e-learning framework to improve understudy

learning fulfillment. (Wu, Tennyson, and Hsia 2010)

Information Quality

Although it is important to set standards for information quality, it is a difficult

and complex issue particularly in information systems because there is no formal

definition of information quality, as quality is dependent on the criteria applied to it.

Furthermore, it is dependent on the targets, the environment and from which

viewpoint we look at the information quality, that is, from the provider or the

consumer perspective. Moreover, information quality is both a task-dependent and a

subjective concept; Juran summarizes these aspects of quality in his quality

definition as “fitness for use”.

However, it is common to define information quality on the internet by

identifying the main dimensions of the quality. For that purpose, information quality

frameworks are widely used to identify the important quality dimensions as described

by Porter. During the last years, much work has been done [as will be discussed

later in this section] to build quality frameworks for information quality dimensions.

In the past, research in information quality frameworks focused on data quality,

but due to the recent development of internet technologies, information systems

today are providing users information, not only data. Therefore, research attention

shifted to focus on information quality frameworks. However, still in some studies the

term “information quality” is interchangeable with “data quality”. Discussion on this

issue is outside the scope of this paper, but we will return to it in the future work

(Juran., 1974).

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 Considering that there are two main types of e-learning: asynchronous and

synchronous, depending on the interaction between learner and teacher, we will now

discuss these in more detail. Synchronous e-learning environments require tutors

and learners or the online classmates to be online at the same time, where live

interactions take place between them. However, the focus of our research will be on

the case where students are logging into and using the system independently of

other students and staff members.

This fits firmly into the general definition of the asynchronous e-learning

environment. In this context, Doherty describes an Asynchronous Learning Network

[ALN] as a variety of e-learning systems which distribute learning materials and

concepts in one direction at a time (Doherty, 1998). Moreover, Spencer and Hiltz

express ALN as a place where learners can interact with learning materials, tutors

and other learner/s through the internet at different times and from different places.

The position adopted in this research is that e-learning covers the technology

used to distribute the learning materials, the quality of these materials, and the

interaction with learners. We adopt in the definition of e-learning used in this paper

these dimensions as described by the European Commission in the use of new

multimedia technologies and the internet to improve the quality of learning by

facilitating access to resources and services as well as remote exchange and

collaborations” (Spencer & Hiltz, [Link] 2001)

Service Quality

In the study of Parasuraman, he invents a model which is the SERVQUAL

model this kind of model can explain the quality in the service sector. SERVQUAL

has become a dependable customer driven scale, utilized to gauge service quality

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delivery in a range of different industries. SERVQUAL aims to measures the gap

between customer expectation and customer experience, a perception of

satisfaction, concerning the services provided and relies on the essential supposition

that clients can assess an organization’s service quality by contrasting expectations

and experiences.

Moreover, if experiences are below expectation, then the customer will perceive

quality as being low. If experiences meet or exceeds expectation, then the customer

will perceive quality as being high. The SERVQUAL model applies a useful acronym

“RATER,” which refers to: Reliability, Assurance, Tangibles, Empathy and

Responsiveness.

Therefore, DeLone and McLean revised the model by incorporating

SERVQUAL measurements, adding a third service quality dimension. Delone and

Mclean utilized SERVQUAL to see how students perceive quality in traditional

classroom education. And they propose a modified SERVQUAL instrument for

assessing ELQ, which consists of five dimensions: Assurance, Empathy,

Responsiveness, Reliability and Website Content, which considers the service

dimension (DeLone and McLean [Link] (2002).

Service quality measurement tools have also been developed in the e-learning

context. In e-learning, the commitment and ability of the instructors are important

factors that affect the confidence and trust level of the learners. The quality of e-

learning teaching materials affects the satisfaction of the learners.

Moreover, the more confidence and trust the learners have in the quality of

teaching materials used for their learning, the more satisfied they are with e-learning

environments. If teaching materials do not meet learners’ expectations, learners tend

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to be easily distracted and feel uncomfortable and thus overburdened with e-

learning. High-quality teaching materials motivate learners to continue e-learning by

generating more value.

Therefore, the development of learner-centered teaching materials is critical to

the success of e-learning. Personalization is important in web-based learning.

Personalization of web-based learning requires collection of personal data to profile

learner preferences, interests, and browsing behaviors in providing personalized

services (Sun et al., 2008).

The relationship between student loyalty and the factors that lead to loyalty

have been studied extensively in the traditional educational environment where

interactions between students and instructors take place directly in physical

classrooms on campus. However, advances in information and communication

technology (ICT) are changing all industries and sectors higher education is no

exception.

Moreover, E-learning is becoming increasingly popular in high education as the

applications of ICT continue to provide a variety of teaching and learning options for

faculty and students. E-learning can be seen as an innovative approach to the

delivery of educational services through electronic forms of information that enhance

knowledge, skills, and other outcomes of learners.

In other words, e-learning is the use of modern ICT and computers connected

to the Internet to provide teaching and learning contents. That’s why E-learning can

bring about many benefits for both universities and students. For universities, firstly,

e-learning helps universities save substantial costs related to the investment in

physical teaching and learning infrastructures. Secondly, e-learning helps

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universities become more digitized and contribute to the formation of a digital and

knowledgeable society where learning and knowledge sharing can be conducted in a

simple and fast way at any time in anywhere with the help of Internet enabled

technologies (Beqiri, Chase, & Bishka, [Link] 2010).

Academic Performance

In the study of Lorenzetti, she stated online education effective communication

is particularly important because students may never or infrequently come to

campus. Hence, there may be limited or no face-to-face communication and

interaction throughout a student’s enrollment. Therefore, it is important that

administrators integrate communication theory and methods into training and

professional development for online faculty.

Interaction in face-to-face, online, and blended programs vary depending upon

the channels of communication integrated into the courses. According to Faharani,

interaction in a face-to-face program is predominately based on verbal and

nonverbal communicative behaviors while interaction in online courses is

predominantly based on written communication.

On the other hand, academic performance is important for an institution for the

good outcomes that lead to the job performance in the future. According to the

academic performance is not affected by age, gender, and place of residence but

they also said those who live near to university can perform much better than others

who live far from university (Lorenzetti [Link] (2010).

In the study of Graetz, the pupils' academic performance is influenced by

social factors. These factors include romantic relationships, student cults,

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membership in clubs and organizations, and sports. Some studies disagree over

how best to measure social factors, most studies indicate that children from low

social factors families do not perform as well as they potentially could at school

compared to children from high social factors families.

However, compare Students from across all social factors backgrounds to

reach the conclusion that low social factors adversely affects a range of educational

outcomes. Another important dimension, however, is the factors that may influence

educational outcomes within particular social factors Bands.

Therefore, the educational performance of children from financially

disadvantaged backgrounds and examines its variation as affected by Traditional

measures of social factors as well as by a range of other family, individual and

Contextual factors. (Graetz,2010)

In the study of Sparkes and Esping-Andersen they stated that educational

performance is the level of truancy or unexplained absence among students.

Truancy can be modeled both as an educational outcome and as a causal factor in

explaining educational performance. Truancy tends to be higher among students

from low SES backgrounds. Truancy, even occasional, is associated with poorer

academic performance at school.

Moreover, having high levels of unexplained absence at school has also been

found to be associated with poorer early adult outcomes in the labor market for

instance higher probability of being unemployed and poorer adult health relative to

non-truants

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 Therefore, education is the most important pillar that contributes to the

improved quality of life of an individual Education maximizes the opportunities for

sustainable development and plays a pivotal role in the development of the

individual, society and nation in all spheres of life. Academic performance of

students is one of the vital elements through which the whole education system

revolves (Sparkes and Esping-Andersen et. al 2013).

Teaching and learning

In the study of Thomas, he stated that teaching and learning are examined from

a perspective concerned with integrating the two phenomena along several

dimensions. Traditionally, teaching and learning have been studied as separate

entities. This discussion is based on the premise that within an educational context,

teaching and learning are so intertwined in a dynamic and reciprocal process that

they need to be considered as a single entity rather than as two separate ones.

Moreover, the needs to be consider the simultaneous effects of cognitive,

affective, motivational, and developmental factors is also stressed. The evolution of

research and theory on teaching and learning, along with issues associated with the

application of psychological theory to educational practices, are examined for

insights into the types of issues that need to be pursued in the next generation of

research on the teaching-learning process.

Therefore, the teaching and learning approach, challenged educators to situate

integrity practices within the goal of improving student learning, in essence shifting

the focus from how educators could stop students from cheating to how they could

ensure students are learning ([Link] [Link] (2010).

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 Empirical research on the education production function traditionally has

examined how teachers and their background characteristics contribute to students

‘performance on standardized tests. However, a substantial body of evidence

indicates that student learning is multidimensional, with many factors beyond their

core academic knowledge. As important contributors to both short-and long-term

success. For example, psychologists find that emotion and personality influence the

quality of one’s thinking.

Moreover, the strong predictive power of measures of childhood self-control,

emotional stability, persistence, and motivation on health and labor market out

comes in adulthood. In fact, these sorts of attitudes and behaviors are stronger

predictors of some long-term outcomes than test scores consistent with these

findings, decade’s worth of theory also have described teaching as multidimensional.

Therefore, the high-quality teachers are thought and expected not only to raise

their test scores but also to provide an emotionally supportive environment. That can

contribute to the students social and emotional development, to manage classroom

behaviors. So that they can deliver accurate content, and to support critical thinking

(Cohen, et. al (2011)

Research confirms that teachers have substantial impacts on their students’

academic and life-long success. However, little is known about specific dimensions

of teaching practice that explain these relationships or whether these effects differ

between academic and “non-cognitive” outcomes. Drawing on data from teachers in

different school districts, the relationship between individual teachers and student’s

performance, as well as their self-reported self-efficacy, happiness in class, and

behavior in class.

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 In addition, the relationship between domains of teaching practice captured by

two observation instruments and the set of student outcomes. Finally, the predictive

validity of teacher effect estimates on students’ attitudes and behaviors among a

subset of teachers who were randomly assigned to class rosters within schools.

These teacher effect estimates have moderate to strong predictive validity.

Further, student outcomes are predicted by teaching practices most proximal

to these measures. However, teachers who are effective at improving some

outcomes often are not equally effective at improving others. Together, these

findings lend important empirical evidence to well-established theory on the

multidimensional nature of teaching and student learning and, thus, the need for

policies that account for and incentivize this complexity (Blazar, David. (2016).

Parent Involvement

In the study of, the Social Development Model served as the theoretical model

for the study. Within this model, attachment, commitment, and belief in family values

are conceptualized as leading to social bonding with family members. This social

bond within the family is believed to coincide with conventional peer involvements,

lead to positive feelings about school and be related to commitments to academic

and social success.

Results indicated that the student’s perception of family bonding was the major

influence on school bonding. Peer associations did not directly influence the school

bond but were correlated with family bonding. Additionally, family bonding and peer

associations had no direct influence on school success and troubles because the

school bond mediated their influence.

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 Therefore, the model accounted for more variance in school bonding than it did

for school successes and troubles. Data for Caucasians fit the model better than

non-Caucasians for paths to school success and troubles (CHENEY D.A. [Link]

(2010).

Academic performance in school is associated with parental involvement.

Parental encouragement implies treatment provided by the parents to them children,

who can nurture the hidden potentialities with them. It can be in the form of

guidance, concern, care, an approval by them and can act as a driving force for the

children to take a particular decision in life. Parents ‘guidance, care and support

especially in education can make or the career of the children.

Moreover, parent’s timely support and guidance can work wonders. In fact,

parental encouragement can help the child in overcoming various difficulties in life,

especially in academics. Parental encouragement can be indifferent forms such as

attending school functions, responding to the school obligations, involvement in

children schoolwork, arranging for appropriate study, time, and space, molding

desired behavior and guiding them as per the instructions of teachers.

Therefore. Parent’s encouragement, in almost any form, produces

measurable

Gain in student’s achievement. Undeniably, parental encouragement is very

much needed at every stage of life for coping with (Chabra and Kumari, [Link] (2011).

The aim of this paper is to examine the relationship between both school

environment and peer influences on the one hand and students’ academic

performance on the other hand. The study assessed school environment factors and

25
peer influences in terms of the level of psychological impact they have on learners.

The study was based on Albert Bandura’s Social Learning Theory, which considers

leaning as an interaction between environment, behavior, and one’s psychological

processes.

Moreover, it was a correlation study carried out in Sabatia District of Vihiga

County in twenty-one public secondary schools. The respondents were selected

using simple random sampling technique. Questionnaires were used to collect data,

which were analyzed by multiple regressions. The study established that school

environment and peer influence made significant contribution to the students’

academic performance. A school, as a learning institution and as a second home for

learners, has a strong relationship with students’ academic performance. The head

teacher and the teachers through their specific roles either have negative or positive

influence on students’ academic performance.

Therefore, the head teacher and the teachers should enhance a conducive

learning environment in which the learners are free to consult them when in need,

provide adequate learning facilities and arouse interest in the learners to work hard.

Peer level factors also have a relationship with students’ academic performance. It is

hoped that the findings of this study will be useful to teachers, principals, and parents

to gain more insight into the psychosocial factors that affect students’ academic

performance and therefore help improve their academic performance (Korir, Daniel

K; Kipkemboi, Felix (2014).

Educational Engagement

In education, student engagement refers to the degree of attention, curiosity,

interest, optimism, and passion that students show when they are learning or being

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taught, which extends to the level of motivation they must learn and progress in their

education. The concept of “student engagement” is predicated on the belief that

learning improves when students are inquisitive, interested, or inspired, and that

learning tends to suffer when students are bored, dispassionate, disaffected, or

otherwise “disengaged.” stated, “Quite simply, student involvement refers to the

amount of physical and psychological energy that the student devotes to the

academic experience.”

Moreover, in his theory he suggested a positive relationship between college

student involvement and both personal and academic growth. Astin described

student development as a function of the "quantity and quality of the physical and

psychological energy that students invest in the college experience such as

absorption in academic work, participation in extra-curricular activities, and

interaction with faculty or other institutional personnel.

Therefore, Alexander Astin's "Student Involvement Theory" suggests that the

most precious institutional resource may be student time. According to the theory,

the extent to which students can achieve particular developmental goals is a direct

function of the time and effort they devote to activities designed to produce these

gains. For example, if increased knowledge and understanding of history is an

important goal for history majors, the extent to which students reach this goal is a

direct function of the time they spend at such activities as listening to professors talk

about history, reading books about history, and discussing history with other

students. Generally, the more time students spend in these activities, the more

history they learn (Astin 2009).

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 Distance training as an essential method for guidance is growing altogether at

the school and college level. At the same time, the development of long-range

informal communication destinations (SNS) including Facebook, LinkedIn, and

Myspace is additionally ascending among the present undergrads. An expanding

number of advanced education educators are starting to join distance schooling

conveyance with SNSs.

Be that as it may, there is at present little examination enumerating the

instructive advantages related with the utilization of SNSs. Non-business, training

based SNSs, like Ning in Education, have been as of late appeared to assemble

networks of training and work with social presence for understudies selected

distance schooling courses. To assess the to a great extent neglected instructive

advantages of SNSs, we studied alumni understudies joined up with distance

schooling courses utilizing Ning in Education, training based SNS, in view of their

perspectives toward SNSs as gainful online devices for educating and learning.

Therefore, the aftereffects of our examination propose that schooling based

SNSs can be utilized most viably in distance training courses as a mechanical

apparatus for improved online interchanges among understudies in higher distance

instruction courses. (Brady, Holcomb, and Smith 2010).

28
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