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

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.