Predicting factors influencing perceived online learning experience among primary students utilizing structural equation modeling Forest Classifier approach

IF 1.3 4区心理学 Q3 PSYCHOLOGY, APPLIED

European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee Pub Date : 2023-09-01 DOI:10.1016/j.erap.2023.100868

Yoshiki B. Kurata , Ardvin Kester S. Ong , Jairus J. Joyosa , Makkie John Prince S. Santos

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引用次数: 1

Abstract

Introduction

Amid the COVID-19 pandemic, the temporary closure of educational institutions led to the adoption of remote or online learning delivery. Challenges, especially for grade schools were evident.

Objective

This study aimed to identify factors affecting the perceived online discussion experience of Filipino primary students through distance learning in the National Capital Region, Philippines.

Method

Variables such as cognitive presence, teaching presence, social presence, and online discussion experience were investigated simultaneously by utilizing the structural equation modeling (SEM) and random forest classifier (RFC) approach. A total of 385 currently enrolled Filipino grade school student participants were surveyed.

Results

Results show that cognitive presence has the most significant impact on the perceived online discussion experience, followed by teaching presence, and social presence. This study is the first study that analyzed the online discussion experience among grade school students in online education in the Philippines considering SEM and RFC. It was seen that highly significant factors such as teaching presence, cognitive presence, social presence, triggering events, and exploration will lead to high and very high learning experience with grade school students.

Conclusion

The findings of this study would be significant for teachers, educational institutions, and government agencies to improve the online delivery of primary education in the country. In addition, this study presents a reliable model and results which can be extended and applied for academicians, educational institutions, and the education sector to develop ways in enhancing the online delivery of primary education worldwide.

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利用结构方程模型森林分类器方法预测小学生在线学习体验感知的影响因素

在2019冠状病毒病大流行期间，教育机构暂时关闭，导致采用远程或在线教学方式。挑战是显而易见的，尤其是对小学来说。目的本研究旨在找出影响菲律宾国家首都地区小学生远程教育在线讨论体验感知的因素。方法采用结构方程模型(SEM)和随机森林分类器(RFC)方法，对学生的认知在场、教学在场、社交在场和在线讨论体验等变量进行调查。共有385名菲律宾小学在校生被调查。结果结果显示，认知在场对网络讨论体验的影响最为显著，其次是教学在场和社会在场。本研究是第一个结合SEM和RFC分析菲律宾小学生在线教育在线讨论体验的研究。研究发现，教学在场、认知在场、社会在场、触发事件、探索等显著因素会导致小学生的高和极高的学习体验。结论本研究结果对教师、教育机构和政府机构改善国内初等教育在线交付具有重要意义。此外，本研究提供了一个可靠的模型和结果，可以推广和应用于学术界，教育机构和教育部门，以制定加强全球初等教育在线交付的方法。

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来源期刊

European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee PSYCHOLOGY, APPLIED-

CiteScore

2.20

自引率

20.00%

发文量

期刊介绍： The aim of the Revue européenne de Psychologie appliquée / European Review of Applied Psychology is to promote high-quality applications of psychology to all areas of specialization, and to foster exchange among researchers and professionals. Its policy is to attract a wide range of contributions, including empirical research, overviews of target issues, case studies, descriptions of instruments for research and diagnosis, and theoretical work related to applied psychology. In all cases, authors will refer to published and verificable facts, whether established in the study being reported or in earlier publications.