Date of Completion

2023

Document Type

Thesis

Degree Name

Bachelor of Science in Physical Therapy

Keywords

Learning Modes, Academic Performance

Abstract

A quantitative cross-sectional study design was utilized to determine the effects of learning modes (face-to-face, flexible, and online learning) and factors (motivation, course structure, and instructor support) on the academic performance of PT students at DLSMHSI in PT application subjects: PTTEX221/PTPR306 and PT-EVD220/PTPR412. A total of 110 participants from batches 2021 (n = 12), 2022 (n = 43), and 2023 (n = 50) represented face-to-face, flexible, and online learning, respectively. A questionnaire for this study that underwent pilot and reliability testing was given to assess significant factors. Through signed informed consent, their grades for each subject were obtained as a basis for the significance of learning modes on their academic performance. ANOVA following Tukey HSD was performed to compare academic performance ac cording to learning modes in both subjects and to assess how learning modes differ. This revealed that face-to-face classes yielded the lowest academic performance in both subjects. Then, Pearson's R and multiple regression were performed to determine the effects of all variables on respondents' academic performance, which revealed that flexible and online learning modes had positive effects on academic performance in PT-TEX221/PTPR306 compared to face-to-face classes. In contrast, only motivation had a significant relationship between PT-EVD220/PTPR412 and students' academic performance, which implies that motivation has a major role in academic success. Flexible and online learning may be preferred due to self-paced learning, which can improve learning outcomes. However, curriculum differences in both subjects, assessment techniques, students' interests, and IQ levels should be taken into consideration.

First Advisor

Myzelle Anne J. Infantado

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