SELF-PACED LEARNING ENGAGEMENT AND DIMENSIONS OF LEARNING
AS EXPERIENCED BY THE SCIENCE STUDENTS
IRISH LOREIGN GAIL A. COMIA
*Laguna State Polytechnic University-San Pablo City Campus (LSPUSPCC) College of Teacher Education, BSED- 3A Science
Abstract
The study aimed to determine the engagement of the students in self-paced learning
and their performance considering the different dimensions of learning. It attempted to
test if there is a significant relationship between the variables.
The study involved the participation of sixty-two (62) first year to third year
Bachelor of Secondary Education students majoring in Science from the Laguna State
Polytechnic University, enrolled during the academic year 2020-2021.
This research utilized a quantitative research, specifically descriptive-correlational
design. The adopted-modified research questionnaire that measured the students’
engagement in self-paced learning and a researcher-made questionnaire on students’
dimensions of learning were the instruments used in gathering the data.
The result revealed that the respondents practice time management and selfregulation; and are highly motivated. As to their dimensions of learning, the students
manifested confidence and independence; skills and strategies; knowledge and
understanding; use of prior and emerging experience; and reflection. The research also
found out that there is a positive significant relationship between self-paced learning
engagement and students’ dimensions of learning.
*Keywords – dimensions of learning, motivation, self-paced learning, self-regulation,
time-management,
INTRODUCTION
Science education strives to create scientific literacy in students so that they can
become knowledgeable and engaged citizens who can make informed decisions about
how scientific information might be applied to social, health, and environmental issues.
(Tiglao, n.d). Due to its relevance to students' lives and the widely applicable problemsolving and critical thinking abilities it uses and develops, it is regarded as one of the
most important subjects in school. Classroom, laboratory and outdoors are the primary
types of learning environment in science teaching. Many researchers and teachers have
recognized the importance of science classroom learning environment throughout the
last two decades (Deshmukh et. al. 2012). Case studies, hands-on activities that engage
students beyond the lecture, and other documentation of reliable science experiments
are all important strategies in science education (University of Texas, 2015)
Since the education system shifted from traditional to distance learning, the
approach in teaching and the students learning experience have changed. The advent
of e-learning, in which instruction is done remotely and on digital platforms became
notable. Nepal and Rogerson (2020) stated that students are easily discouraged from
attending lectures and tutorials in both online and face-to-face situations, where a lack
of student participation can negatively impact the quality of learning. Moreover, most of
the necessary activities that will help the students to learn scientific concepts are being
missed and with limited interaction with their teachers. On the other side, it led the
students to become the master of their own learning because they can manage their
time well and free to choose different tools and strategy that will fit their needs as they
study their lessons. In connection to this, Gholam (2019) suggested that the best way to
teach science are those self-guided, inquiry-based approaches under which students
direct their own learning. As a matter of fact, it has been promoted as an inspiring way
of learning science by engaging pupils in designing and conducting their own scientific
investigations (Uum et. Al., 2017).
Background of the Study
Everyone's daily routines have been interrupted by the Covid-19 pandemic,
including school classes from kindergarten to college. However, some educational
institutions are not allowing the virus to prevent their students from learning. As the use
of e-learning and remote instruction arises, self-paced learning has become more
prevalent considering the safety protocols and the welfare of the students. According to
Stanley (2019), self-paced learning is a method that allows the students to create their
own learning experience at their own pace and with accordance to their own interests
and learning preferences. It allows the students to identify problems and find effective
solutions on their own. Despite these advantages, the sudden transition imposed on by
the pandemic without appropriate opportunities to prepare for a new medium becomes
a struggle for students and educators. Angdhiri (2020) stated that students in the homelearning program found it difficult to adjust because they had not been prepared prior
through simulations or practices. Likewise, students reported the home-learning
program to be even more stressful than regular classrooms. Additionally, Maragall et.al.,
(2020) argued that experts are concerned that Students are not learning at the same
rate as in face-to-face classes, and there is a significant delay in knowledge acquisition,
with some students estimating a year or more.
The Laguna State Polytechnic University- San Pablo City Campus is an institution
that offers and implements distance learning to its students to comply with the
government stance and to ensure that the delivery of quality education still continues
despite the pandemic. Since this is the first time that the said university implements this
kind of learning method, students are facing a lot adjustments because they tend to learn
on their own with limited hands-on experiments/laboratories, activities and face-to-face
interaction which are crucial to students who are taking science courses. It is in this light
that the researcher came up with the idea of determining the correlation between selfpaced learning engagement factors and students’ dimensions of learning to assess the
learning of the students and the factors that affects student engagement in the new
learning method. Specifically, this study can contribute in determining what learning
dimensions are left behind and need to be improved and how self-paced learning
engagement factors influence the students’ dimensions of learning. The results can be
used as bases for constructing instructional materials and strategies that are suitable to
students’ needs and situations to assure that quality of learning can still be acquired
amidst pandemic.
Conceptual Framework
This study was anchored on different concepts such as constructivist learning
theory, self-paced learning engagement factors in science courses and students’
dimension of learning.
Student-centered learning is based on the constructivist learning theory, which
states that students construct their own knowledge and that learning occurs when
meaning is discovered. According to this theory, learning involves the use of language,
which influences learning. (Zain et al., 2012).
Instructors employ a student-centered approach to instruction, which enhances
student engagement. It has been proven that including students in the learning process
improves their attention and focus, motivates them to engage in higher-level critical
thinking, and promotes meaningful learning experiences. (University of Washington,
2021).
Chen et al. (2017) argue that student engagement is important for self-paced
learning to be successful. It has an important role in promoting students’ learning and
achievement. In connection to this, De Vore et al. (2017) proposed a framework that
synthesize various factors that can support or hinder the students to engage themselves
in self-paced learning environment in teaching introductory physics. The findings
revealed that lack of self-regulation, sufficient motivation, and time-management skills
while engaging in learning using self-study tools turn out to be the biggest impediments
in implementing electronic learning tools in a self-paced leaning environment especially
to students who are in need of out of class remediation via self-paced learning tools. The
different factors that were mentioned above will be used as independent variables since
it was proven that having difficulty with these factors can really affect the students’
engagement in self-paced learning in an online learning environment.
Zilvinskis et al. (2017), on the other hand, showed strong evidence that student
engagement was significantly and positively connected to reported learning gains. The
five dimensions of learning utilized in the learning record will be used as indicators to
assess the students' learning. The Learning Record model is an assessment system
that can be used to observe and demonstrate what learners can do and know. As a
classroom evaluation tool, its documentation format allows students and teachers to
record learning as it occurs and to develop patterns of progress upon which to build
additional learning activities. Teachers can actively look for and document positive
evidence of student improvement in five areas using the learning record model:
confidence and independence, knowledge and understanding, skills and strategies, prior
and emerging experience, and reflection. (Syverson, 2014).
The first learning dimension is the confidence and independence. When learners'
confidence and independence match their actual abilities and skills, content knowledge,
use of experience, and reflectiveness about their own learning, grow and development
will likely to be achieved. Second is the skills and strategies which represent the "knowhow" aspect of learning. The "performance" or "mastery," generally mean that learners
have developed skills and strategies to function successfully in certain situations.
Knowledge and understanding on the other hand refer to the "content" knowledge
gained in particular subject areas which is the third dimension. It's the most well-known
dimension, emphasizing the "know-how" part of learning. It also encompasses what
students are learning about the topics; research methodologies; a discipline's theories,
beliefs, and practices; and how they organize and present their ideas to others. Fourth,
the use of prior and emerging experience. It involves the learners’ abilities to draw on
their own experience and connect it to their work. As a matter of fact, the ability to apply
prior experience as well as new experience in new situations is often overlooked, but it
is a significant aspect to account for.
Lastly would be the reflection. It refers to the developing awareness of the
learner’s own learning process, as well as more analytical approaches to the subject
being studied. Moreover, it refers to the growth of a learner's ability to take a step back
and critically and analytically evaluate a situation, as well as increasing insight into his
or her own learning processes, a type of metacognition.
Research Paradigm
Independent Variable
Dependent Variable
Dimensions of Learning
Self-Paced Learning
Figure 1. Research Paradig
Engagement



Time-management
Self-Regulation
Motivation





Confidence and
Independence
Skills and Strategies
Knowledge and
Understanding
Use of Prior and
Emerging Experience
Reflection
Statement of the Problem
The study aimed to determine the significant relationship between self-paced
learning engagement factors and the students’ dimensions of learning among Bachelor
of Secondary Education Students of Laguna State Polytechnic University enrolled during
academic year 2020-2021.
Specifically, it sought to answer the following queries:
1. How can the self-paced learning engagement of the students be described in terms
of:
1.1 time-management;
1.2 self-regulation; and
1.3 motivation?
2. What is the perception of the students as to their learning performance on the
following dimensions:
2.1 confidence and independence;
2.2 skills and strategies;
2.3 knowledge and understanding;
2.4 use of prior and emerging experience; and
2.5 reflection?
3.
Is there a significant relationship between the students’ self-paced learning
engagement and their learning performance as to the dimensions of learning?
Literature Review
The study of Cukurova (2015) about the effects of independent approach to the
students’ knowledge, understanding and intellectual attributes suggests that the
independent learning strategy used in the macromolecules course can help students
gain a better comprehension of science concepts while also strengthening some of their
intellectual abilities. Furthermore, the study of De Vore et al., (2017) proved that many
students in introductory physics courses may not be able to use self-paced learning tools
efficiently unless they are given additional incentives and support, such as to help them
with self-regulation. In their study about self-paced learning, it was revealed that is
important to ensure that all students are engaged with the learning method in order for
them to learn the content deeply, transfer their learning from one context to another and
develop good problem-solving skills.
In the study of Liu et al., (2014), it was found out that the association between
study involvement and learning adaptation was somewhat mediated by time
management. The findings suggest that teachers should promote not only interventions
to boost student involvement, but also development, investment in adaptation, and time
management. Furthermore, Suvin (2021) stated that when students are learning at their
own pace, they tend to manage their time well because there is no so much pressure
and it enables them to have their own schedule. According to Australian Christian
College (2019), effective time-management allows the students to accomplish task in a
short period of time because their attention is focused and avoid distractions such as
social media for example.
Edward (2017) stated that allocating time to have self-assessment can help
students find gaps in their knowledge and gain insight into their actual understanding. It
helps students to reflect on their own learning and levels of comprehension, allowing
them to identify areas in which they need to improve.
Kocdar et. Al. (2018) stated that distance and e-learning courses at universities
that are self-paced or learner-paced are built on improved learner independence and
flexibility, as students can begin their courses at any time during the year and finish them
at their own speed. Learners must already possess independent and self-regulated skills
to effectively engage in learning activities that are open in terms of time, speed, and
material. Thus, in self-paced distance and online learning environments, self-regulated
learning skills are essential for success.
Self-regulation is a mechanism that make the students more active in their
studies. Instead of considering learning as a covert occurrence that happens to them as
a result of instruction, students should perceive learning as an activity that they perform
for themselves in a proactive manner. It allows students to take a more active role in
their education by putting them in the driver's seat. (College of Education and Human
Sciences, 2021).
Al Mutawah et al., (2017) stated that one strategy to promote the acquisition of
knowledge and skills is to assist students control their learning. This implies that to
become more metacognitively, motivationally, and behaviorally responsible for their own
learning, self-regulation is a crucial to success in learning mathematics and science. In
their study about students’ self-regulation and engagement in learning mathematics and
science and academic achievement, the findings suggest that the motivational variables
such as self-regulation had direct and indirect effects. Therefore, teachers should
motivate students in the classroom to increase their achievement since motivation is the
factor that leads to students' self-regulation. Moreover, Kocdar et.al. (2018) suggested
that distance learning which is more flexible and autonomous requires the learners to be
self-regulated and use their self-regulated learning skills more frequently as it can greatly
improve the performance of the students. Chen et.al. (2018) mentioned that selfregulation allows students to become less reactive and more proactive in learning
because they are able to set clear goals and monitor their progress. Therefore, it is
critical to find ways to encourage personal involvement in disciplines like mathematics
and science, as well as to assist them in maintaining that interest.
Llbao et. al., (2016) conducted a study about relationship of students’ learning
motivation and their academic performances in science. The result revealed that except
for extrinsic motivation when classified by sex and task value when grouped by
curriculum year, there are no significant differences in the respondents' motives in
learning science. According to Yarborough and Fedesco (2020), students tend to persist
in learning when they see the value and utility of what they are learning. On the contrary,
Kurukkan and Gafoor (2020) stated that students become less motivated when they
believe the lesson's content, as well as the assignments it provides, are too challenging,
and when they believe they are incapable of comprehending the information.
Engagement is defined as a motivation-driven mental construct predictive of and
predicted by students’ perceptions of positive interpersonal relationships. According to
Wood (2019), science teacher plays a significant role in motivating students’
engagement with learning activities. It is widely agreed that the instructor is the most
influential and informative aspect in their appreciation of science. In the students’ point
of view, this is attributable to the teacher's direct capacity to improve the pace and depth
of their perceived competency.
The findings of the study by Akbari (2020) about the level of students’ selfconfidence and its impacts to the learning process showed that students’ confidence
affects the students’ participation and progress. It revealed that improved engagement,
enjoyment of learning, less exam anxiety, increased interest in goal-setting, enhanced
comfort with lecturers and classmates, and lastly, the ability to share their experiences
and ideas in class may all be attributed to students with self-confidence.
Concepts, facts, laws, theories, principles and models are all examples of
scientific knowledge, which can be obtained in a variety of methods. Understanding
science requires the integration of a complex structure of many different sorts of
information and the ability to use knowledge, and comprises the ability to distinguish
scientific ideas and not. (Vogt et. Al., 2021).
Science process skills are in need to be learned in order to achieve successful
learning in science, because it helps the students to understand phenomena, answer
questions, develop theories and discover information. In the study of Suman (2020)
about science process skills, the findings revealed that there is a positive correlation
between science process skills and the achievement of students in science learning.
Moreover, it was also suggested that if students' science process skills and analytical
thinking abilities were relatively low, implying that teachers must effectively develop
students' cognitive and psychomotor domains during the learning process (Irwanto et
al., 2017). Deshmukh et.al. (2012) mentioned that learning science online can help to
increase science literacy and also enable the students to improve the skills necessary
to have a good understanding of scientific concepts. In addition, according to Roberson
(2019), when students think that it is important for them to learn the knowledge and the
skills that they need to acquire, they are more likely to put up stronger effort, study more
thoroughly, and do better in class and on standardized examinations.
Prior knowledge contributes to the students learning if the existing information is
accurate and acceptable. As a result of incorrect or faulty instruction, students are more
likely to encounter difficulties to master new material in class and hinders their learning
(Doyle, 2011). According to Ruth (2019) new learning is constructed on prior knowledge
and experiences. Understanding what students already think and helping them engage
their prior understandings make the students to learn well and the less likely to
misinterpret the material in our courses. Moreover, Mugabi (2020) stated that teachers
can assess whether their students understand the lesson they teach by letting them
reflect and to relate what they have learn in their real-life experiences, because able to
relate lessons in real life scenarios is a sign that students really understand the lesson.
In connection to this, Alber (2020) explained that students will be able to recall and use
what was taught in them by helping them engage their prior knowledge and connect new
information to their prior understanding.
Reflection was defined as a kind of metacognition in the learning record model.
Metacognition according to Thomas (2015) is an executive, is a type of higher-order
thinking that is strongly linked to the cognitive processes that students use to generate
information and gain understanding in science. Students who thrive in science have
been seen to be adaptively metacognitive in response to the demands of their learning
environments. Tullis and Benjamin (2012) demonstrated that accurate and efficient
metacognitive monitoring and control are required for self-guided learners to enhance
their performance. Self-study capacity is not enough on its own; one must be able to
discriminate between more difficult and easier activities.
In relation to the qualities and comprehension of a subject, the design of learning
procedures that can encourage students to participate actively and provide opportunities
to expand knowledge must be taken seriously. The use of problem-based learning
materials increases students' metacognition skills and reasoning abilities more than
traditional learning (Haryani et al., 2018).
MATERIALS AND METHODS
Research Design. This study utilized descriptive-correlational research design
to determine the significant relationship between self-paced learning engagement
factors and students’ dimensions of learning among students who are taking Bachelor
of Secondary Education major in Science at Laguna State Polytechnic University.
According to Sousa et.al., (2020) descriptive correlational design is used to investigate
the nature of relationships, or associations between and among variables, rather than
direct cause-effect relationships. Moreover, these designs are used to examine if
changes in one or more variable are related to changes in another variable.
Respondents of the Study.
The respondents of the study include all sixtytwo (62) students from first year to third year taking up Bachelor of Secondary Education
major in Science at Laguna State Polytechnic University –San Pablo City Campus
enrolled on academic year 2020-2021 under online learning modality. The researcher
purposively chose the pre-service teachers science majors as this study was
contextualized in science and aimed to asses students learning performance which is
essential to know as future educators.
Research Instrument. The researchers used an adopted-modified research
questionnaire to measure the students’ engagement in self-paced learning and
researcher-made questionnaire in measuring the students’ dimensions of learning. This
questionnaire was used to determine the correlation of the engagement factors in selfpaced learning and students’ dimensions of learning: The instrument was conducted
thru online survey. Furthermore, this online survey was comprised with the following
scales:
Self-paced Learning Engagement Factors Instrument. The items in this scale
were adapted from the study of Jensan et al., (2016) and Pintrich, R. R., & DeGroot, E.
V. (1990); this scale is composed of 15 items that measure self-paced learning
engagement factors of the students in terms of: (1) time-management; (2) selfregulation; and (3) motivation. It will be measured on a 4-point Likert scale ranging from
1- Never, 2- Sometimes, 3- Often and 4-Always.
Dimensions of Learning. For the dimensions of learning, a researcher-made
questionnaire was utilized among the respondents to determine their self-reported
learning progress on each dimension of learning. The items in this scale were made by
the researcher. Each dimension was composed of 5 items with a total of 25 that will
measure students learning progress using the five dimensions of learning in terms of (1)
confidence and independence; (2) skills and Strategies; (3) knowledge and
understanding; (4) use of prior and emerging experience; and (5) reflection. The items
under the first, third, fourth and fifth dimension were measured using a four-point Likert
scale with a verbal description of: 1-strongly disagree; 2-disagree; 3- agree; and 4strongly agree. On the other hand, remaining dimension: skills and strategies, will be
measured using five- point scale with verbal interpretation of 1- poor; 2- fair; 3- average;
4- good; and 5-excellent.
The instruments used in this study were validated by the researcher’s adviser and
subject specialist, and three external validators who are also experts in the line of this
study. Furthermore, the researcher conducted a pilot testing composed of twelve (12)
grade 12 STEM students as the respondents, to assess the reliability of the
questionnaire. The result showed that one of the self-paced learning engagement
factors, which is the time management, got a lower Cronbach’s alpha value of .206 so
the indicators under this category were revised, as well as the dimension of confidence
and independence which has a Cronbach’s alpha value of .601. Additionally, one of the
statements under motivation was deleted as this category got a Cronbach’s alpha value
of .357. On the other hand, the parameters under self-regulation have a Cronbach’s
alpha value of .723 which is generally considered as acceptable, as well as the
remaining dimensions of learning which are skills and strategies, knowledge and
understanding, use of prior and emerging experience, and reflection which had
Cronbach’s alpha values of .708, .749, .912 and .767 respectively.
Data Collection Procedure. The researcher administered an online survey
encoded via Google Forms to the students of College Teacher Education science majors
at Laguna State Polytechnic University San Pablo City Campus. The respondents were
currently enrolled under the course program under self-paced learning and been
exposed for about four months. First, the researcher sought for the list of the
respondents to easily communicate with them. Afterwards, the link for the online survey
was sent through messenger to the respondents together with the consent of
participation and confidentiality of the information from them. The researcher created a
group chat to remind and monitor the respondents’ feedbacks and to serve as a platform
for raising questions with regards to the questionnaire. After the responses were
gathered and have been completed, the result was summarized and sent to the
researcher’s statistician to determine if the variables are correlated to one another. Once
the data were treated statistically, the answers of the respondents were tabulated and
interpreted to answer the questions of this study.
Statistical Treatment of Data. The researcher used both descriptive and
inferential statistics to address the problem of the study. The descriptive statistic for
mean and standard deviation to analyze the responses of the students. In addition, to
determine the association and significant relation of the variables, Pearson-r-correlation
was used.
RESULTS AND DISCUSSION
Table 1.
1.
2.
3.
4.
5.
Perception of the Student-respondents on Self-paced Learning
Engagement Factors in terms of Time Management
Indicators
Mean
SD
Interpretation
As a science student I…
keep up-to-date on my reading and 3.11
0.75
Practiced
research assignments
try to do the difficult tasks during my 3.42
0.56
Highly Practiced
most energetic periods of the day
accomplish
task
without 2.68
0.83
Practiced
procrastinating
set myself specific and clearly 3.31
0.59
Practiced
defined goals
prepare a daily or weekly “to-do” list 3.11
0.77
Practiced
to achieve my objectives on time
Overall
3.13
0.52
Practiced
Legend: 3.50-4.00- Always (Highly Practiced), 2.50-3.49- Often (Practiced), 1.50-2.49Sometimes (Seldom Practiced), 1.00-1.49- Never (Rarely Practiced)
Table 1 shows that the students are practicing time management as they engage
themselves in self-paced learning. It can be seen from the table that the statement which
indicates that the students try to do tasks during their most energetic periods of the day
got the highest mean of 3.42 with a verbal interpretation of highly practiced. This proves
that during times when students are most lively, they tend to study and work on their
tasks. When students are very active, their mind works well and they are excited to
accomplish tasks that are assigned to them. In line with this, it is important that the
students find time to recharge themselves from different stress due to variety of factors.
It is important to use studying time as effectively and efficient as possible. Doing tasks
in times that a person has a lot of energy and at most concentration can improve mental
health, quality of thinking and can accomplish things in faster rates.
On the other hand, the statement which states that students accomplish task
without procrastinating got the lowest mean of 2.68 with an interpretation of practiced.
This means that one of the major challenges that students are facing in self-paced
learning is that they tend to procrastinate often since they learn at their own pace. Some
of the reasons are they do not how to get started because they do not understand the
material, and they cannot see the relevance of the project to them so they are less likely
to try harder. Additionally, distractions such as the internet particularly the social media,
video games, TV even bantering with friends can also lead to postpone school works. In
connection with this, Terada (2020) mentioned that many students have been victims of
procrastination, that urge to eschew studying and postpone doing their activities for
another day. Furthermore, he added that eighty to ninety-five percent of college students
engage in procrastination and can cause variety of issues when it comes to their timemanagement, academic performance, emotional well-being, mental and physical health.
The student-respondents overall mean value on self-paced learning engagement
factors in terms of time-management is 3.13 which can be interpreted as “practiced” with
a standard deviation of 0.52. This signifies that the students are organizing and planning
how to divide their time between specific activities and use it as effective and efficient as
possible. It is crucial for students to manage their time well so they are able to complete
school work and assignments without cramming thus, can produce quality outputs.
Moreover, practicing an effective time-management allows them to become more
organized, more confident, and learn more effectively. In connection to this, Suvin (2021)
stated that when students are learning at their own pace, they tend to manage their time
well because there is no so much pressure and it enables them to have their own
schedule. Students tend to apply time-management when they learn at their own pace
to ensure that they are maximizing their time, to have enough room for studying and for
the rest of their responsibilities.
According to Australian Christian College (2019), efficient time management
allows the students to achieve more in less time because their attention is focused and
they are not wasting time on distractions such as social media Furthermore, when
students manage their time effectively, they may complete their work on time, stay
involved in their study, and have more time free to pursue things that are important to
them.
Table 2. Perception of the Student-respondents on Self-paced Learning
Factors in terms of Self-Regulation
Engagement
Indicators
As a science student…
1.
2.
3.
4.
5.
I evaluate what I understand by
pausing at regular intervals while
studying.
It is important that I understand what
is being taught to me.
I practice by repeating the contents of
the material.
I review my reading materials and
notes and try to find the most
essential facts.
It is important to me that I improve my
science skills.
Overall
Mean
3.13
SD
0.69
Interpretation
Practiced
3.56
0.56
3.16
0.77
3.39
0.66
Highly Practiced
Practiced
Practiced
3.71
0.49
3.39
0.46
Highly Practiced
Practiced
Legend: 3.50-4.00- Always (Highly Practiced), 2.50-3.49- Often (Practiced), 1.50-2.49Sometimes (Seldom Practiced), 1.00-1.49- Never (Rarely Practiced)
Table 2 shows that the students “practiced” self-regulation in learning science.
The statement which says that it is important for the students to improve their skills in
science got the highest mean of 3.71 with a verbal interpretation of highly practiced and
a standard deviation of 0.49. This means that students regulate themselves always by
keeping in mind that it is important that they enhance the skills necessary in learning
science subjects. When students feel what they are learning can improve themselves as
students, they tend to put extra effort and find multiple ways on how to acquire the
knowledge or skills that are needed to the best of their ability. According to Roberson
(2013), when students think that it is important for them to learn the knowledge and the
skills that they need to acquire, they are likely to produce higher quality effort, learn more
deeply, and perform better in classes and on standardized tests.
On contrary, the
lowest mean is 3.13 which is interpreted as practiced stating that the respondents
evaluate what they understand by pausing at regular intervals. This implies that students
tend to self-regulate by pausing at certain periods of time to assess what they learn but
not regularly. Edward (2013) stated that setting aside time for self-assessment can
provide insight into students’ actual comprehension and assist discover knowledge
gaps. It helps students to reflect on their own learning and levels of comprehension,
allowing them to identify areas in which they need to improve.
The student-respondents overall mean value on self-paced learning engagement
factors in terms of self-regulation is 3.39 with an interpretation of practiced and a
standard deviation of 0.46. This result suggests that the students monitor, direct, and
regulate their actions for the purpose of the acquisition of information, expanding
expertise, and self-improvement. Students who practice self-regulation are able to
identify their own strength and weaknesses and apply appropriate strategies to cope-up
with day-today challenge of academic tasks. In addition,
Bozkurt et.al. (2018) argued that distance learning which is more flexible and
autonomous requires the learners to be self-regulated and use their self-regulated
learning skills more frequently as it can greatly improve the performance of the students.
Moreover, Chen et.al. (2018) mentioned that self-regulation allows students to become
less reactive and more proactive in learning because they are able to set clear goals
and monitor their progress.
Table 3. Perception of the Respondents on Self-paced Learning Engagement Factors
in terms of Motivation
Indicators
Mean
seek for the correct answers and/or 3.47
solutions when I make mistakes in my
science subject.
believe that what I am learning in 3.81
science class will be valuable to me in
the future.
think that what we are learning in 3.61
science class are interesting and
relevant in the future.
prefer project work that is challenging 3.19
so I can learn new things.
Overall
3.52
As a science student, I…
1.
2.
3.
4.
SD
0.69
Interpretation
Practiced
0.40
Highly Practiced
0.55
Highly Practiced
0.74
0.42
Practiced
Highly Practiced
Legend: 3.50-4.00- Always (Highly Practiced), 2.50-3.49- Often (Practiced), 1.50-2.49Sometimes (Seldom Practiced), 1.00-1.49- Never (Rarely Practiced)
As reflected on the table above, it can be seen that the statement which indicates
that the students believe what they learn will be valuable for them in the future got the
highest mean of 3.81 with a verbal interpretation of highly practiced. This means that
students become more motivated to learn if they knew that the lessons being discussed
will be useful and relevant in the field that they will choose in the future. Likewise, they
will be interested to the learn as they find a meaningful purpose why is it in need to study
the lesson. According to Yarborough (2020), students tend to persist in learning when
they see the value and utility of what they are learning. When students believe and
understand that an activity has a purpose and meaningful, they are more likely to engage
themselves into learning.
On the other hand, the statement which says that students prefer work that is
challenging to them so they can learn new things got the lowest mean of 3.19 with an
interpretation of practiced and a standard deviation of 0.74. This means that there are
times wherein students choose to deal with challenging task because they believe in
that way, they can learn more. However, it also signifies that most of the time, students
do not prefer task which are difficult to accomplish because it gives them a sense of
discouragement as they see it as a burden on their part. In connection to this, Kurukkan
and Gafoor (2020) stated that students become less motivated when they think that the
content of the lesson as well as the tasks it contains is too difficult and a belief that they
are incapable of understanding the material.
The overall mean for the students’ responses on self-paced learning engagement
factors in terms of motivation is 3.52 which can be interpreted as highly practiced and a
standard deviation of 0.42. This suggests that students are always motivated wherein
they are able to manage their attention and behavior and provide themselves more
energy to complete their tasks. It was mentioned in the study of Zyngier and Saeed
(2012) about how motivation influences self-engagement that motivation is a necessary
element for student engagement in learning. In addition, motivation has a great impact
on learning as it increases the students’ energy level, determines the persistence in
reaching a specific goal, influence the students’ learning techniques as well as their
thinking process. Therefore, it can be said that a lack of motivation has one of the most
frustrating obstacles to student learning and to achieve high academic performance in
schools.
Table 4. Perceived Characteristics of Students’ Dimensions of Learning in terms of
Confidence and Independence
Indicators
Mean
trust my own abilities in accomplishing 3.35
every task
like to present my own point of view 3.06
during discussion
participate in all activities even though 3.23
some of them are difficult for me
learn to seek help when I am facing 3.52
obstacles in learning to further
develop my skills and strategies
enjoy finding information about new 3.32
topics on my own
Overall
3.30
As a science student, I…
1.
2.
3.
4.
5.
SD
0.60
0.70
0.71
Interpretation
Manifested
Manifested
Manifested
0.59
Highly Manifested
0.65
0.48
Manifested
Manifested
Legend: 3.50-4.00- Strongly Agree-Highly Manifested, 2.50-3.49- Agree-Manifested, 1.50-2.49- DisagreeSeldom Manifested, 1.00-1.49- Strongly Disagree-Not Manifested at all
The table above shows that the students “manifested” confidence and
independence in learning science. The statement which indicates that students seek
help when they are facing obstacles in learning to further develop their skills and
strategies got the highest mean of 3.52 with a verbal interpretation of highly manifested
and a standard deviation of 0.59. According to the learning record, one of the evidences
that students are developing along the dimension of confidence and independence is
when they learn to seek help from others for the purpose of improving their skills and
strategies even further. Akbari (2020) stated in his study that students with selfconfidence can lead them to improve in participation, enjoy learning, reduced test
anxiety, increased interest in goal seeking, growth of comfort with their lecturers and
classmates and finally help them in sharing their experience and opinions in the class.
On the other hand, the lowest mean is 3.06 which says that students like to
present their own point of view during discussion. This means students tend to share
their ideas during discussions in this kind of learning set-up. However, it can also be
seen in the result that they are still hesitant to express their own point of view in class.
According to Tokani (2019), students are unlikely to participate during discussions
mainly because of lack of confidence. They will not speak up in class because they are
afraid of being judged if they give the incorrect answer. Furthermore, when students
believe that their own perspective on the content is unimportant, thus they also think that
sharing it with the class is pointless.
It can be observed on the table that student-respondents overall mean value on
dimensions of learning in terms of confidence and independence is 3.30 and standard
deviation of 0.48 which can be interpreted as manifested. This means that growth and
development can be seen in students because their confidence and independence are
observed. Cunningham (2021) explained that when students are confident, they are
more likely to have a growth mindset. This means that they can motivate themselves to
take on new challenges and learn from mistakes. In addition, they are more like to stand
up on their own and ask help when they needed it. Furthermore, Haywood (2019)
believed that students who are independent learners have higher self-confidence than
others. They develop skills that help them to improve their learning by means of using
their own ideas to form opinions and using a variety of strategies in their learning.
Table 5. Perceived Characteristics of Students’ Dimensions of Learning in terms of Skills
and Strategies
1.
2.
3.
4.
5.
Indicators
Mean
I have the ability to conduct 3.77
experiments
I have the ability to observe and 3.85
predict hypothesis
I have the ability to perform 3.76
calculations
I have the ability to research and 4.11
gather further information when
needed
I have the ability to analyze and 3.98
organize data
Overall
3.90
SD
0.73
0.72
Interpretation
Very Much Manifested
Very Much Manifested
0.69
Very Much Manifested
0.68
Very Much Manifested
0.71
Very Much Manifested
0.60
Very Much
Manifested
Legend: 4.21-5.00- Excellent (Highly Manifested); 3.41.-4.20- Good (Very Much Manifested); 2.61-3.40- Average
(Manifested); 1.81-2.60- Poor (Seldom Manifested); 1.00-1.80 – Fair (Not Manifested at all)
Table 5 presents the students “very much manifested” the skills and strategies
needed to learn science. It can be seen that the skill that has the highest mean of 4.11
which can be interpreted as very much manifested was the ability of the students to
research and gather further information when needed. This implicates that the students
became used to search and gather information that they need since they tend to learn
at their own pace. Pappas (2021) stated that online learning enhances the research skills
of the students because teachers always tend to teach them how to search effectively
on different search engines and cite sources since most of the transactions are held
online. Moreover, Reddy (2019) mentioned that the ability to research and gather
information effectively allows the students to have a detailed analysis of any topic they
want to find, which can enhance their knowledge about different topics.
On the other hand, the statement which indicates the ability of the students to
perform calculations got the lowest mean of 3.76 which can be interpreted as very much
manifested, with a standard deviation of 0.69. This means that the ability of the students
to calculate is good but still need to be improved and focused on. Given the fact that
lessons which involve computations tend to be more difficult for the students, it is harder
to understand when they learn it on their own and when they encounter problems in
terms of internet connection during times that the teacher is demonstrating the step-by-
step process of solving a particular problem. Sabo (2020) stated that students find
subjects with math related topics harder to deal in online compare with in face-to-face
classes due to increased stress, communication problems, lack of technical knowledge
and learning preferences.
The overall mean for the students’ response on the dimension of learning in terms
of their skills and strategies was 3.90 with a verbal interpretation of very much
manifested and an overall standard deviation of 0.60. This implicates that based on the
students’ self-assessment, the skills mentioned above which are essential in learning
science subjects are proficient. This means that these skills are still be practiced and
enhanced by the students despite the new learning method. In line with this, Deshmukh
et.al. (2012) mentioned that learning science online can help to increase science literacy
and also enable the students to improve the skills necessary to have a good
understanding of scientific concepts.
Table 6. Perceived Characteristics of Students’ Dimensions of Learning in terms of
Knowledge and Understanding
Indicators
Mean
SD
Interpretation
As a science student, I…
1. can define scientific terms
3.19
0.44
Manifested
2. can recognize scientific facts and 3.29
0.46
Manifested
concepts
3. am familiar with real-life applications 3.24
0.53
Manifested
of scientific concepts
4. can relate scientific knowledge on my 3.44
0.56
Manifested
daily living
5. can explain science concepts further
3.11
0.52
Manifested
Overall
3.25
0.40
Manifested
Legend: 3.50-4.00- Strongly Agree-Highly Manifested, 2.50-3.49- Agree-Manifested, 1.50-2.49- Disagree-Seldom
Manifested, 1.00-1.49- Strongly Disagree-Not Manifested at all
As reflected on the table above, tit shows that the students are acquiring
knowledge and understanding as they learn independently. The statement which
indicates the students’ ability to relate scientific knowledge on their daily living got the
highest mean of 3.44 with an interpretation of agree. This implies that the students are
acquiring knowledge and understanding of the subject matter as they can relate different
concepts about science in their day to day living. Able to relate lessons in real life
scenarios is a sign that students really understand the lesson. In connection with this,
teachers can assess whether their students understand the lesson they teach by letting
them reflect and if they are able to relate what they have learn in their real-life
experiences (Mugabi, 2020).
On the other hand, the statement which says that students can explain scientific
concepts further got the lowest mean of 3.11 with an interpretation of manifested. This
means that students find it difficult in explaining concepts in science even further.
Scientific concepts tend to be harder to discuss because it does not rely only in
perception as it needs evidences and anchored on different theories. In addition, one
must need to know and understand the basic concepts first as it serves as the foundation
of the more complex ideas in science. Millar (2011) described science as difficult to
understand and explain because it is abstract, involves reconstructions of meaning and
logical chains of argument, couched in abstract language and based on facts and
hypothetical evidences.
It can be observed on the table that student-respondents overall mean value in
terms of knowledge and understanding is 3.25 with an interpretation of manifested and
a standard deviation of 0.40. The result implies that students are acquiring knowledge
and understanding in science subjects however, this also signifies that there are still
need of improvement in terms of learning content knowledge in science. Alonta (2020)
proved in her study that studying at self-paced helps the students to develop individual
learning styles which leads to greater memory performance and better knowledge
retention.
Table 7. Perceived Characteristics of Students’ Dimensions of Learning in terms of the
Use of Prior and Emerging Experience
Indicators
Mean
1. I use my previous experiences to 3.48
develop my skills and strategies in
studying science subjects
2. I illustrate my own learning 3.37
experiences and apply it in
accomplishing my tasks
3. I establish connections between my
3.34
previous and newly acquired
knowledge in science subjects
4. I apply prior experiences to
3.39
understand topics in science
5. I reinforce my learning using the
3.35
previously learned concepts and
ideas.
Overall
3.39
SD
0.57
Interpretation
Manifested
0.52
Manifested
0.51
Manifested
0.52
Manifested
0.52
Manifested
0.43
Manifested
Legend: 3.50-4.00- Strongly Agree-Highly Manifested, 2.50-3.49- Agree-Manifested, 1.50-2.49- Disagree-Seldom
Manifested, 1.00-1.49- Strongly Disagree-Not Manifested at all
Table 7 shows that the students manifest the use of prior and emerging
experience. The highest mean of 3.48 with a verbal interpretation of manifested indicates
that the respondents use their previous experiences to develop their skills and strategies
in studying science. This means that students are maximizing the use of their prior
experiences in learning to further develop their skills. Gee (2012) explained that
understanding students’ prior knowledge and experience is important because it can be
used to help the students foster student engagement and skills that are needed in the
course. On the other hand, the statement which says that the students establish
connections between their previous and newly acquired knowledge in science subjects
got the lowest mean of 3.34 with an interpretation of manifested. This implies that
students are having difficulty or not practicing much the use of establishing connections
between their previous and acquired knowledge in learning science. Alber (2011)
mentioned that making connections between new information and previous knowledge
is essential as it influences the way how. Furthermore, it helps the teacher to assist their
students with the learning process as it gives them the idea of what students know and
what they still need to learn.
The over-all mean value of the students’ dimension of learning in terms of using
their prior and emerging experience is 3.39 which has an interpretation of manifested
and an overall standard deviation of 0.43 This means that students are using what
they already know and building initial knowledge that they need in order to access
upcoming content. When the students prior experience is related, correct and consistent
with the new information, it can positively affect their learning as it influences how
students interpret, process, integrate new information and create new knowledge.
According to Jean Piaget's schema theory, kids establish a schema as they learn about
the world and are then able to make connections to a variety of other things. Hailikari et.
al. (2015) revealed in their study that the amount and quality of prior knowledge positively
influence both the capacity to apply higher-order cognitive problem-solving skills and
knowledge acquisition. Furthermore, he added that the success of learning is defined by
how much the learner already knows about a specific topic or related topics, according
to a general knowledge of how they learn.
Table 8. Perceived Characteristics of Students’ Dimensions of Learning in terms of
Reflection
Indicators
Mean
1. I evaluate the strategies I use in 3.19
studying science.
2. I contemplate on the learning I have 3.24
gained in science
3. I assess how well I perform
3.32
4. I identify my own strengths and
3.39
weaknesses
5. I am aware of my own pace of
3.42
learning
Overall
3.31
SD
0.57
Interpretation
0.50
Manifested
0.59
0.64
Manifested
Manifested
0.62
Manifested
0.48
Manifested
Manifested
Legend: 3.50-4.00- Strongly Agree-Highly Manifested, 2.50-3.49- Agree-Manifested, 1.50-2.49- Disagree-Seldom
Manifested, 1.00-1.49- Strongly Disagree-Not Manifested at all
The table above shows the characteristic of the students’ learning in terms of
their reflection. The statement which indicates that students are aware about their own
pace of learning got the highest mean of 3.42 which can be interpreted as manifested.
This means that students have an awareness of their own learning and thinking. Morin
(2021) stated that when people are aware of their own learning, it is easier for them to
build positive self-esteem and gives them a way not only to look at the challenges but
also to recognize their strengths. Thus, self- awareness is indeed crucial in students’
success as it gives a direction for improvement. On the other hand, the lowest mean
was 3.19 which states that students evaluate the strategies they use in studying science.
This means that even though students are developing awareness on their own learning,
they do not much practice evaluating the strategies that they use in studying science
subjects. According to Martin et. al. (2016), it is important that students evaluate the
strategies that they use in studying as it allows them to asses how well they performed
using a particular strategy and to reflect whether the strategy improves them as a
learner.
The overall mean for the students’ response in the dimension of learning
particularly in terms of their reflection was 3.31 with a verbal interpretation of manifested
and a standard deviation of 0.48. This implies that the students have growing insight into
their own learning process and has more analytical approaches to the subjects being
studied. Using metacognition, students are able to have a deeper understanding of the
processes and methods that works best for them. Furthermore, it allows the students to
monitor and assess their thoughts and reframe the way how they think in order to adapt
to new situations. Marinette (2018) explained that reflection which can also be called as
metacognition is one of the most effective ways for students to improve their learning. It
helps them to be aware of what they are thinking about and in choosing effective learning
strategies.
Table 9. Relationship between self – paced learning engagement factors and
learning dimensions
students’
Characteristics of Students Learning Dimensions
Self-Paced
Learning
Engagement
Factors
Time Management
Self-Regulation
Motivation
Confidence
Skills and
Knowledge
and
Strategies
and
Independence
understanding
.398**
.645**
.620**
.594**
.617**
.637**
.499**
.522**
.407**
Use of
Reflection
Prior and
Emerging
Experience
.229
.347**
.395**
.479**
.542**
.535**
** Correlation is significant at .01 level
It can be depicted from the table that there is a significant relationship between
self-paced learning engagement factors and students’ dimensions of learning. This
implies that the students’ engagement in self-paced learning is associated with their
learning performance. Furthermore, it is apparent that there is a positive relationship
between time management and students learning dimensions except for the use of prior
and emerging experience. This is because using prior knowledge and experiences is not
affected by how students manage their time. As long as students have a strong
foundation of basic knowledge, they will be able to use and relate it to the new
information they encounter. On the other hand, since the remaining dimensions indicates
positive correlation, this can also prove that as the students practice time management,
the level of students learning progresses positively. In the study of Liu et al., (2014), it
proved that time management had a mediating effect on the relationship between study
engagement and learning adaptability. This is related to the findings of Indreica et. al.
(2011) which revealed that students learn more effectively when they learn to manage
their time. As their works are more quantifiable for them, they can allocate study hours
and stick to it which can contribute to effectively develop their learning skills. Moreover,
Livingston (2011) mentioned that students who become better in terms of timemanagement allows them to become more organized, confident and learn more
effectively.
On the other hand, it can also be seen that there is a positive relationship between
self-regulation and students’ learning dimensions; and between motivation and students’
learning dimensions. It can be inferred that self-regulation and motivation are correlated
with the students learning. As they practice to self-regulate and become motivated,
positive evidence of student development can be observed across the five dimensions.
In the study of Al Mutawah et al., (2017), it was found out that self-regulation is essential
in learning mathematics and science, because one way of promoting the acquisition of
knowledge and skills is to help students regulate their learning. In addition, Murray
(2017) stated that self-regulation increases the encoding of knowledge and abilities,
notably in reading comprehension and writing, and allows students to proactively
analyze and improve their own learning. Self-regulation has also been linked to
increased desire and effort, as well as improved standardized exam scores and overall
preparedness for class, according to studies. Aside from self-regulation, it is also
evident based on the results that students’ motivation is associated with their learning.
According to Hulleman (2018), motivation is an important predictor of learning
achievement as it persists the students to learn longer, perform better in classes,
produce high quality effort and learn more deeply. This is congruent to the result of the
study of Ferreira et. Al. (2011) which proved that motivation is a crucial factor in the
learning process, such that motivated students have the inner strength to learn, discover,
and maximize on their strengths, as well as improve their academic performance.
CONCLUSION AND RECOMMENDATIONS
Conclusion. The findings gathered in the study revealed that there is a positive
significant relationship between self-paced learning engagement and students’
dimensions of learning except for time management and students learning dimensions
on the use of prior and emerging experience. Thus, the null hypothesis posited in the
study is partially sustained.
Recommendations. Based on the conclusion of the study, the following are
recommended.
1. Since students’ engagement in self-paced learning is significantly correlated with
their learning dimensions, teachers are encouraged to provide opportunities to
engage their students in the actual teaching and learning. The level of
engagement may be considered in designing learning tasks and assessing
performance.
2. The teachers may consider different strategies that can help improve the
performance of the students specially the learning dimensions that are left behind
so that the students will succeed in learning despite the adjustments brought by
the shifting of the modality of learning.
3. The students may use the result of this study to assess their learning progress
under self-paced learning. Consider this in identifying and analyzing their
strengths and weaknesses. The students are encouraged to practice timemanagement, self-regulation and keep themselves motivated as these factors are
linked on their learning.
4. Future researchers can use the results of this study as basis for conducting a
similar study that may involve construction of lesson plans, utilizing teaching
strategies or designing instructional materials that can help to improve students
learning progress under self-paced learning.
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