Title: Influence of Locus of Control and Self Efficacy on Academic Persistence in COVID-19 Online
Learning Setup: A Descriptive-Correlational Study
Research Problem/s: The study seeks to present the level of self-efficacy and locus of control of College
of Education and Human Development (CEHD) students of Baliuag University under the present online
educational arrangement and determine the influence of these variables on students’ academic
persistence.
Specifically, this research seeks to answer the following questions:
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What is the majority locus of control among participants?
What is the level of students’ self-efficacy in the current online class setup?
What is the level of students’ academic persistence in the current online class setup?
Does a student’s locus of control influence academic persistence?
Does a student’s level of self-efficacy influence academic persistence?
Outline of RRL:
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Locus of Control (Description and Origin)
Locus of Control for Learning and Academic Performance
Self-Efficacy (Description and Origin)
Self- Efficacy for Learning and Academic Performance
Academic Persistence (Description and Origin)
Academic Persistence for Learning and Academic Performance
Conceptual Framework: The conceptual framework of this study is based on the findings of studies
corroborating the positive effects of high self-efficacy and an internal locus of control on some particular
aspects in academic setting. In this study, it will be examined if self-efficacy and locus of control in the
online class setup impacts the academic persistence of students.
Locus of Control
(Internal or External)
Academic Persistence
Levels of
Self-Efficacy
Participants: The target population for this study is the CEHD students. Every collegiate program is
targeted to be included in the sample to assure a generalizable data from the population. Thus,
stratified probability sampling will be utilized as the sampling procedure.
Design (Qualitative or Quantitative?): The study will be quantitative in nature. Specifically, in order to
see the influence of locus of control and self-efficacy on academic persistence, and identify if there is an
existing relationship between the variables, the researcher will use a descriptive-correlational method.
Having used a descriptive research design for the study, the researcher will collect factual and detailed
information about the variables being studied in order to generalize how the target population
perceived the impact of the independent variables on dependent variables. Descriptive methodology
will allow the researcher to gain in-depth understanding of the variables. The study is also correlational
in nature, because it demands to see the existing relationship between the variables, if there is any
Instrument: Questionnaire instrument will be used to collect demographic data as well as data
regarding the levels of locus of control, self-efficacy, and academic persistence among the student
participants. The A scale for the measurement of self-efficacy for learning (SEL) by Klobas, Renzi, and
Nigrelli will be administered to measure the internal and external locus of control; Ashton Trice’s Trice
Academic Locus of Control will be used to measure the level of self-efficacy; Lastly, the Academic
Persistence Scale by by Tarmizi Thalib, Sekar Paramitha Hanafi, M. Fahmi Aufar A., Shidqi Irbah1, and
Eduardus J. S will be applied to determine the level of academic persistence.