Equipped Upon Evaluation: Online Delivery Preparedness as an Input for Management and Psychosocial Support

Abstract

This quantitative study aimed to assess the level of students' readiness for online instructional delivery and to investigate the factors contributing to it. This study provided a comprehensive analysis of the phenomenon, shedding light on student’s readiness characteristics and its contributing elements. The study employed a two-stage probability sampling method, beginning with a random selection of 388 participants from a total population of 1,782 students enrolled in a state university in the Philippines. Subsequently, a probability-stratified random sampling technique was applied to ensure representation across year levels and gender categories within each college. The findings of this study indicated that students exhibited a high level of readiness for online instructional delivery. This readiness was consistent across five dimensions, namely: Computer and Internet Skills (CIS), Self-Directed Learning (SDL), Learning Commitment (LC), Motivation for Online Learning (MFL), and Online Communication Skills (OCS). Moreover, the analysis revealed that when students were grouped by sex or year level, there were no significant differences in their readiness levels. These results suggest that students possess a strong potential to embrace online instruction not only during times of significant disruptions but also as a regular mode of the teaching and learning process. This study contributes valuable insights for educational institutions and policymakers, highlighting the readiness of students to engage in online learning, which can be leveraged to enhance educational practices and facilitate a seamless transition to online instruction when needed.