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. 2022 Jun 21;12(7):200.
doi: 10.3390/bs12070200.

Assessing Cognitive Factors of Modular Distance Learning of K-12 Students Amidst the COVID-19 Pandemic towards Academic Achievements and Satisfaction

Yung-Tsan Jou  1 , Klint Allen Mariñas  1   2   3 , Charmine Sheena Saflor  1   3
Affiliations

Assessing Cognitive Factors of Modular Distance Learning of K-12 Students Amidst the COVID-19 Pandemic towards Academic Achievements and Satisfaction

Yung-Tsan Jou et al. Behav Sci (Basel). .

Abstract

The COVID-19 pandemic brought extraordinary challenges to K-12 students in using modular distance learning. According to Transactional Distance Theory (TDT), which is defined as understanding the effects of distance learning in the cognitive domain, the current study constructs a theoretical framework to measure student satisfaction and Bloom's Taxonomy Theory (BTT) to measure students' academic achievements. This study aims to evaluate and identify the possible cognitive capacity influencing K-12 students' academic achievements and satisfaction with modular distance learning during this new phenomenon. A survey questionnaire was completed through an online form by 252 K-12 students from the different institutions of Occidental Mindoro. Using Structural Equation Modeling (SEM), the researcher analyses the relationship between the dependent and independent variables. The model used in this research illustrates cognitive factors associated with adopting modular distance learning based on students' academic achievements and satisfaction. The study revealed that students' background, experience, behavior, and instructor interaction positively affected their satisfaction. While the effects of the students' performance, understanding, and perceived effectiveness were wholly aligned with their academic achievements. The findings of the model with solid support of the integrative association between TDT and BTT theories could guide decision-makers in institutions to implement, evaluate, and utilize modular distance learning in their education systems.

Keywords: COVID-19; K-12; SEM; cognitive capacity; modular distance learning.

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Conflict of interest statement

The authors declare no conflict of interest.

Figures

Figure 1
Figure 1
Theoretical Research Framework.
Figure 2
Figure 2
Initial SEM with indicators for evaluating the cognitive factors of modular distance learning towards academic achievements and satisfaction of K-12 students during COVID-19 pandemic.
Figure 3
Figure 3
Revised SEM with indicators for evaluating the cognitive factors of modular distance learning towards academic achievements and satisfaction of K-12 students during the COVID-19 pandemic.
See this image and copyright information in PMC

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Grants and funding

This research received no external funding.

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