A STRUCTURAL EQUATION MODELLING (SEM) ANALYSIS OF THE

STUDY ENVIRONMENT, STUDY HABITS, PERCEIVED LEARNING AND

SATISFACTION OF CVSU-MAIN STUDENTS IN
DISTANCE LEARNING EDUCATION

Undergraduate Thesis
Submitted to the Faculty of the
College of Arts and Sciences
Cavite State University
Indang, Cavite

In partial fulfillment
of the requirements for the degree
Bachelor of Science in Applied Mathematics

RON AIRO B. ABADIANO

DOMINADOR B. MANAHAN JR.
ALDRICHELLE D. NATANAUAN
July 2022
 Republic of the Philippines
CAVITE STATE UNIVERSITY
Don Severino De Las Alas Campus
Indang, Cavite
Tel. (046) 415 0013 Telefax (046) 415 0012
E-mail: cvsu.op206@gmail.com

COLLEGE OF ARTS AND SCIENCES

Department of Physical Sciences

Author : ABADIANO, RON AIRO B.

MANAHAN, DOMINADOR JR. B.
NATANAUAN, ALDRICHELLE D.

Title : A STRUCTURAL EQUATION MODELLING (SEM) ANALYSIS ON

THE STUDY ENVIRONMENT, STUDY HABITS, PERCEIVED
LEARNING AND SATISFACTION OF CVSU-MAIN STUDENTS IN
DISTANCE LEARNING EDUCATION

A P P R O V E D:

ANALYN T. DICO, MA ___________ JAYSON C. SAVILLA __________

Thesis Adviser Date Technical Critic Date

RENE B. BETONIO, MA ___________ ARVIE GRACE B. MASIBAG _________

Department Chairperson Date College Research Coordinator Date

MA. VERONICA P. PEŇAFLORIDA _________

OIC, CAS Date
For: BETTINA JOYCE P. ILAGAN, PhD
Dean, CAS

ii
 BIOGRAPHICAL DATA

Ron Airo B. Abadiano was born on October 2, 1999 in Dasmariñas City,

Cavite. He is the youngest among the two children of Mr. Ronald D. Abadiano and Mrs.

Analyn B. Abadiano. He is presently residing in Blk. 28 Lot. 21 Brgy, Sto. Niño 1,

Dasmariñas City, Cavite.

He obtained his elementary education with honors in Dasmariñas II Central

School. He completed his junior high school education in Dasmariñas Integrated High

School under Special Science Class Curriculum, from where he has received

accolades including taking the 1st place in Science Investigatory Project (School

Level) with the research entitled “The Utilization of Varying Fruits in Ketchup

Production (Guyabano as Base)” and a finalist in Mathematics, Spelling and History

Quiz bee. He then finished his secondary degree at the University of Perpetual Help

System DALTA – Molino Campus with honors and one of his accomplishments in his

senior high school days is that he was the ABM representative for the 2018 Research

Colloquium.

In 2018, he enrolled at Cavite State University in Indang, Cavite for his college

education in the Bachelor of Science in Applied Mathematics program. During his

college days, he was the president of Radicands-CvSU Cluster of Applied

Mathematics Students in the years 2020-2021. He pursued his undergraduate thesis.

iii
 BIOGRAPHICAL DATA

Dominador B. Manahan Jr. was born in General Trias Cavite on September

30, 2000. He is the third child of Mr. Dominador V. Manahan and Ms. Edna Basilan.

He is currently staying in Brgy. Litlit Silang Cavite.

In 2012, he graduated from Silang Elementary School in Silang Cavite, and in

2016, he graduated from Munting Ilog National Highschool-Silang West Annex. He

enrolled at Cavite State University-Main Campus in Indang Cavite in June 2018 to

pursue a Bachelor of Science in Applied Mathematics. He completed his

undergraduate thesis here.

iv
 BIOGRAPHICAL DATA

Aldrichelle D. Natanauan was born on December 2, 1999, at De La Salle

University Medical Center in Dasmarinas, Cavite. She is Mr. Calixtro Natanauan's

youngest and only daughter, and she lives in Purok 46 Bulalong Matanda Iruhin East,

Tagaytay City, Cavite. She has two older brothers named Aldrien and Aldrich.

She completed her primary school education at Bulalo Elementary School in

2012, graduating as Salutatorian. She finished secondary school in 2016 and senior

high school in 2018, graduating with the highest honors from Tagaytay City Science

National High School. She is currently pursuing a Bachelor of Science in Applied

Mathematics at Cavite State University in Indang, Cavite, where she completed her

undergraduate thesis.

v
 ACKNOWLEDGMENT

This paper and the conduct of the research would not have been

possible without the generous assistance of the individuals listed below:

Prof. Analyn Dico, thesis adviser and English critic, for her patient

guidance, enthusiastic encouragement, and helpful critiques on this thesis.

Also, thank you for the advice and assistance in keeping the progress on track;

Jayson Savilla, technical critic, for her generosity and expertise, which

helped improve the study in numerable ways and saved the researchers from

many errors;

Prof. Paul Vincent Botin, for his constructive criticism, comments, and

invaluable guidance throughout this study;

Prof. Lani S. Rodis, department research coordinator, for her assistance

in handling the letters required to proceed with the survey, as well as her pieces

of advice to all BSAM students working on their thesis;

To the validators listed: Ma. Corazon V. Herrera, Joether A. Francisco,

Bea Joy P. Marquez, Evangelina B. Mora and Richard C. De Ocampo for

validating the research instrument;

To all CvSU students who participated in answering questions during

both the pilot testing and the actual survey;

Thank you to the loving, caring, and supportive parents for all of their

understanding and prayers which helped them to be this far;

To all the researcher’s friends, who encourage them when things get

tough and who offered help to accomplish this research;

Finally, praise and thanks to God for allowing them to persevere in the

face of adversity. They have been experiencing His guidance on a daily basis.
 RON AIRO B. ABADIANO

DOMINADOR B. MANAHAN JR.

ALDRICHELLE D. NATANAUAN

vii
 ABSTRACT

ABADIANO, RON AIRO BENIPAYO, MANAHAN, DOMINADOR JR. BASILAN, AND

NATANAUAN, ALDRICHELLE DE VILLA. A Structural Equation Modelling (SEM)
Analysis of the Study Environment, Study Habits, Perceived Learning and
Satisfaction of CvSU-Main Students in Distance Learning Education.
Undergraduate Thesis. Bachelor of Science in Applied Mathematics. Cavite State
University Indang, Cavite. June 2022. Adviser: Analyn T. Dico

The study entitled “A Structural Equation Modelling (SEM) Analysis on the

Study Environment, Study Habits, Perceived Learning and Satisfaction of CvSU-Main

Students in Distance Learning Education“ aims to investigate the structural

relationships among study environment, study habits, perceived learning, and

satisfaction of Cavite State University-Main Campus students in distance learning

education by testing a structural model. Kendall’s Tau-b coefficient and serial

mediation analysis are used to determine the direct effect of the four latent variables

on each other and to investigate the total mediating effect of the study environment

towards satisfaction through the serial mediating roles of study habits and perceived

learning using Hayes PROCESS Macro in IBM SPSS and SPSS AMOS. The

investigation is done by distributing 379 survey questionnaires virtually to CvSU-Main

Students. A value of 0.5 signifies that the study environment and the satisfaction have

a moderate positive relationship. Furthermore, the researchers also found out that all

of the direct relationships among the latent variables are all positive correlations

varying from low to moderate. With the total mediating effect of 0.5631, the results of

the study indicate that study habits and perceived learning partly mediate the

relationship between study environment and satisfaction (total indirect effect = 0.3894;

with 95% CI: [0.3232, 0.4572] implying that the total indirect effect is 95% certain to be

between 0.3232 and 0.4572; direct effect = 0.1737, 95% CI: [0.1138, 0.2336] implying

that the direct effect is 95% certain to be between 0.1138 and 0.2336.
 TABLE OF CONTENTS

Page

BIOGRAPHICAL DATA ..................................................................................... iii

ACKNOWLEDGMENT ....................................................................................... vi

ABSTRACT ........................................................................................................ viii

TABLE OF CONTENTS ..................................................................................... ix

LIST OF TABLES............................................................................................... xii

LIST OF FIGURES ............................................................................................. xiii

LIST OF APPENDICES...................................................................................... xiv

INTRODUCTION ................................................................................................ 1

Statement of the Problem ............................................................................ 4

Objectives of the Study ................................................................................ 5

Hypotheses of the Study.............................................................................. 5

Significance of the Study ............................................................................. 6

Scope and Delimitation ................................................................................ 6

Definition of Terms....................................................................................... 7

Conceptual Framework................................................................................ 9

REVIEW OF RELATED LITERATURE .............................................................. 10

Study Environment ...................................................................................... 10

Study Habits ................................................................................................ 13

Perceived Learning ...................................................................................... 16

Satisfaction ................................................................................................. 17

Distance Learning Education in COVID-19 Pandemic ................................ 18

Synthesis ..................................................................................................... 19

METHODOLOGY ............................................................................................... 21

Research Design ......................................................................................... 21

ix
 Research Ethics........................................................................................... 22

Data Collection Methods.............................................................................. 22

Sampling Design.......................................................................................... 23

Target Population ................................................................................ 23

Sampling Frame and Sampling Location ............................................. 23

Sampling Technique ............................................................................ 23

Sampling Size ...................................................................................... 24

Research Instrument .................................................................................. 26

Questionnaire Survey .......................................................................... 26

Questionnaire Design .......................................................................... 26

Face Validation .................................................................................... 27

Pilot Testing ......................................................................................... 27

Data Analysis .............................................................................................. 29

Descriptive Analysis............................................................................. 29

Structural Equation Modeling (SEM Analysis) ..................................... 29

Kendall’s Tau-b Coefficient Analysis (Bivariate Correlation) ...................... 32

Serial Mediation Analysis............................................................................ 33

RESULTS AND DISCUSSION ........................................................................... 37

Profile of the Respondents ......................................................................... 37

Kendall’s Tau-b Correlation Coefficient ...................................................... 45

Mediation Analysis ...................................................................................... 50

Serial Mediation Analysis............................................................................ 54

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION .......... 57

SUMMARY OF FINDINGS ......................................................................... 57

CONCLUSION............................................................................................ 60

RECOMMENDATIONS .............................................................................. 60

REFERENCES ................................................................................................... 62

x
APPENDICES .................................................................................................... 69

xi
 LIST OF TABLES

Table Page

1 Reliability Test ........................................................................................ 28

2 Rule of thumb about correlation coefficient size ..................................... 32

3 Distribution of respondents grouped according to age ........................... 37

4 Frequency Table for Sex of the Respondents ........................................ 38

5 Frequency Table for Type of Internet Connection of the Respondents .. 38

6 Median table assessing the level of CvSU-Main students’ study

environment ............................................................................................ 39

7 Median table assessing the level of CvSU-Main Students’ study

habits ...................................................................................................... 40

8 Median table assessing the level of CvSU-Main students’ perceived

learning ................................................................................................... 42

9 Median table assessing the level of CvSU-Main students’

satisfaction .............................................................................................. 43

10 Correlation between study environment and study habits ...................... 45

11 Correlation between study environment and perceived learning ............ 45

12 Correlation between study environment and satisfaction ....................... 46

13 Correlation between study habits and perceived learning ...................... 47

14 Correlation between study habits and satisfaction ................................. 48

15 Correlation between perceived learning and satisfaction ....................... 49

16 Regression Analysis of Model 1: Study Environment → Study Habits →

Satisfaction ............................................................................................. 50

17 Regression Analysis of Model 2: Study Environment → Perceived Learning

→ Satisfaction......................................................................................... 52

18 Regression Analysis of Model 3: Study Environment → Study Habits →

Perceived Learning → Satisfaction......................................................... 54

xii
 LIST OF FIGURES

Figure Page

1 Conceptual Framework of the Study ...................................................... 6

2 Structural Equation Model (SEM) of the Study ....................................... 31

3 Serial Mediation Process ........................................................................ 33

4 Mediation Process of Study Environment → Study Habits

→ Satisfaction......................................................................................... 34

5 Mediation Process of Study Environment → Perceived Learning →

Satisfaction ............................................................................................. 35

6 Mediation Process of Study Environment → Study Habits→ Perceived

Learning → Satisfaction.......................................................................... 36

7 Mediating Effect of Study Habits on the Relationship between Study

Environment and Satisfaction ................................................................. 51

8 Mediating Effect of Perceived Learning on the Relationship between

Study Environment and Satisfaction ....................................................... 53

9 Mediating Effects of Study Habits and Perceived Learning on the

Relationship between Study Environment and Satisfaction ................... 55

xiii
 LIST OF APPENDICES

Appendix Page

1 Research Instrument .............................................................................. 70

2 Data Sheets ............................................................................................ 91

3 Letter Requests ...................................................................................... 109

4 Gantt Chart ............................................................................................. 114

xiv
 A Structural Equation Modelling (SEM) Analysis of the Study Environment,
Study Habits, Perceived Learning and Satisfaction of CvSU-Main Students
in Distance Learning Education

RON AIRO B. ABADIANO

DOMINADOR B. MANAHAN JR.
ALDRICHELLE D. NATANAUAN

An undergraduate thesis manuscript submitted to the faculty of the Department of

Physical Sciences, College of Arts and Sciences, Cavite State University, Indang,
Cavite, in partial fulfillment of the requirements for the degree of Bachelor of Science
in Applied Mathematics with Contribution No. T – CAS – 2022 – AM – 005. Prepared
under the supervision of Prof. Analyn T. Dico.

INTRODUCTION

The Coronavirus (Covid-19) outbreak has led the world to undergo a global

pandemic, affecting many aspects, especially the educational sector. This paves the

way to switch from face-to-face classes to online learning education using technology

in new ways.

Due to the pandemic, many students and educational institutions are affected.

The implementation of lockdown, according to Kapasia et al (2020), it impacted

students' learning performance and have different issues during online classes. These

include an unfavorable learning environment at home, which is worsened when

students are marginalized or from outlying locations. Also, Day et al. (2021), reported

a lack of poor learning space at home, stress among students, and lack of fieldwork

and access to laboratories. On the contrary to the findings of Gonzales et.al (2020),

the pandemic also had significant positive effects attributed to students' continuous

use of learning strategies, thus, improving their learning efficiency. Learning at home

at this time of pandemic has many obstacles that students face, thus, the researchers
 2

acknowledge the different challenges that every student experience in learning through

this distance learning education.

This rapid and hasty transition of teaching and learning from live learning to

closed houses, along with the prolonged closure and home confinement throughout

the pandemic, has an impact on students' study habits. Furthermore, students do not

rely on lecturers' explanations and actively seek knowledge and ideas through digital

media. Students can save time at school or on campus by following the learning

process from home during the deployment of online learning. Students can also

conduct other things outside of class hours because learning that is normally done in

the classroom can now be done from home. Unfortunately, this presents an issue for

certain students. Staying at home requires them to do extra homework and assist their

parents at work, so they may disregard their responsibilities at times. Students' time

management abilities are seen as important in establishing students' readiness to

participate in online courses (Hill, 2016; Roper, 2017). There are numerous concerns

with the accumulation of assignments during online learning. This can occur when

students are unable to manage their time effectively enough to complete them. As a

result, in order to avoid performing multiple tasks, students should better organize their

time.

Perceived learning and satisfaction often come with each other and can

represent a better understanding of distance learning education. Perceived learning is

the learning outcome that is learned by experience; therefore, it is a retrospective

evaluation of the learning experience. The interaction between the students to

teachers affected the learning of one student. For the reason that teachers can't see

their students and are not able to focus on giving them the knowledge that they need.

In distance learning education, Marks, Sibley, & Arbaugh (2016) stated that an

immediate result of a successful learning experience is a satisfied student, and found

 3

that the perceived learning student learning outcome is a good predictor of student

satisfaction in online learning.

The pandemic forces the school institutions to change their education system

through online learning education. In this, students and teachers use technology to

communicate with each other by discussing, giving activities/assignments/projects,

and assessing through exams. Students were more likely to evaluate

courses/programs and professors with the satisfactory rating if they believed their

teachers communicated effectively, facilitated or encourage their learning, organized

the course effectively, showed interest in students' learning and progress,

demonstrated respect for students, and evaluated students' work accurately according

to Dziuban, Wang and Cook (2018).

Online learning is a type of learning environment that makes use of the Internet

and other technology devices and tools to deliver and manage academic programs

synchronously and asynchronously. According to Barrot, Llenares, and del Rosario

(2021), Asynchronous online learning occurs without a strict schedule for different

students, whereas synchronous online learning incorporates real-time interactions

between the teacher and the students. Due to the disruption in the educational sector,

online learning was implemented as the new educational system, where students and

educational institutions were forced to embrace this new medium. Pham & Nguyen

(2020) stated that schools adopted relevant technologies, prepared learning and staff

resources, set systems, and infrastructure, established new teaching protocols and

adjusted their curriculum. However, the transition may be smooth for other countries

but for developing countries with limited resources, it was difficult.

 4

Statement of the Problem

The study attempted to answer the following research questions:

1. What is the demographic profile of respondents in terms of:

a. age;

b. sex; and

c. type of internet connection?

2. What are the level of assessment of Cavite State University – Main Campus

students in terms of:

a. study environment;

b. study habits;

c. perceived learning; and

d. satisfaction?

3. What is the direct effect of study environment toward:

a. study habits;

b. perceived learning; and

c. satisfaction?

4. What is the direct effect of study habits toward:

a. perceived learning; and

b. satisfaction?

5. What is the direct effect of perceived learning towards satisfaction?

6. What is the total mediating effect of:

a. study environment to study habits to satisfaction;

b. study environment to perceived learning to satisfaction; and

c. study environment to study habits to perceived learning to satisfaction?

 5

Objectives of the Study

Generally, the study aimed to investigate the structural relationships among

study environment, study habits, perceived learning, and satisfaction of Cavite State

University-Main Campus students in distance learning education by testing a structural

model.

Specifically, the study aimed to:

1. illustrate a descriptive analysis of the study environment, study habits,

perceived learning, and satisfaction of Cavite State University-Main Campus students

in distance learning education which reveals general patterns of the responses from

the respondents;

2. determine the direct effect of the study environment on study habits,

perceived learning and satisfaction;

3. determine the direct effect of study habits on perceived learning and

satisfaction;

4. determine the direct effect of perceived learning towards satisfaction; and

5. determine the indirect effects and investigate the total mediating effect of the

study environment towards satisfaction through the serial mediating roles of study

habits and perceived learning.

Hypotheses of the Study

H!" : There is no significant relationship between study environment and

satisfaction.

H!# : Study habits partially mediate the relationship between study environment

and satisfaction.

H!$ : Perceived learning partially mediates the relationship between study

environment and satisfaction.

H!% : Study habits and perceived learning partially mediate the relationship

between study environment and satisfaction.

 6

Significance of the Study

The study aimed to provide significant insight to educational authorities on

how to strategically design online courses by putting into consideration the aspects

that influence students' learning and satisfaction. The findings of this study could serve

as a basis if the authorities should continue online learning or not. Also, curricula could

be developed that would significantly influence students' learning.

The study would help the Cavite State University-Main Campus to know the

current situation of its students under the distance learning mode of education and

determine the perceived learning and satisfaction of the students in e-learning based

on their responses. It would also help them to focus on what is lacking, thus, enhance

the response towards distance learning.

The study would help teachers/professors to have a better understanding of

how to approach students and help to improve their academic performance. The

findings of this study could serve as a basis for improving teaching instruction.

The study aimed for the students to have awareness regarding the predictors

that play a role in how to comprehend the new educational method which is electronic

learning. Also, it would help them understand the struggles of their fellow students in

distance learning education and be more considerate and helpful towards each other.

The study is beneficial to future researchers who would plan to make any

related study about online classes or distance learning education.

Scope and Delimitation

The study is quantitative in nature, with four latent variables: the study

environment, which would only focus on the physical setting, study habits, perceived

learning, and satisfaction. It focused on Cavite State University first-semester students

in the school year 2021-2022 and discussed how the four latent variables affect each

other in distance learning education via the serial mediation process under the

structural equation modelling approach. The scale of the agreement was used to
 7

assess the study environment and perceived learning, the scale of frequency was used

to assess the study habits, and the scale of satisfaction was used to assess the

satisfaction.

Definition of Terms

Asynchronous Classes refers to the lectures, readings, homework, and other

learning materials that are provided by the instructors to the students. It is a learning

path that students can follow at their own leisure.

Direct effect in mediation analysis, is the effect of exposure on the outcome

without the mediator.

Distance Learning, also called distance learning education, is a method of

studying in which lectures are broadcast or classes are conducted by correspondence

over the internet, without the student needing to attend a school.

E-learning is a learning system based on formalized teaching but with the help

of electronic resources.

Full Mediation implies that the mediating variable fully explains the association

between the independent and dependent variable.

Indirect effect can be defined as the impact of independent variable in

dependent variable, mediated or transmitted by a mediating variable.

Mediation Analysis is a statistical method used to quantify the causal

sequence by which an antecedent variable causes a mediating variable that causes a

dependent variable

Online Class is a course conducted over the Internet. Online classes are

generally self-paced, allowing for greater flexibility in completing coursework.

Partial Mediation suggests that there is a significant relationship between the

mediator and the dependent variable, as well as some direct relationship between the

independent and dependent variables.

 8

Perceived learning is one of the two mediating variables in the study and the

process of obtaining new knowledge and information through virtual discussions that

are conducted by the instructors.

Satisfaction refers to the contentment of the students in distance learning

education. This is the dependent variable of the study.

Serial Mediation is a causal chain linking of the mediators, with a specified

direction flow. In this study, the effect of the study environment towards satisfaction

will be determined through the serial mediating roles of study habits and perceived

learning.

Structural Equation Modelling is a powerful, multivariate approach that is

increasingly being used in scientific research to test and evaluate multivariate causal

relationships.

Study Environment as applied to distance learning education refers to the

physical setting or home learning environment of the students amid COVID-19

pandemic. This is the independent variable of the study.

Study Habits refer to students' activities on how they want to handle the

provided lesson or study during online classes, which includes a variety of methods

such as taking notes and reading, etc. This is one of the two mediating variables in the

study.

Synchronous Classes are virtual class sessions led by instructors.

Total Effect is the total extent to which the dependent variable is changed by

the independent variable, including any indirect effect through a mediator.

 9

Conceptual Framework

Figure 1. Conceptual Framework of the Study

Figure 1 shows the conceptual framework of the study. The study environment

of the students in distance learning education was the independent variable of the

study. Study habits and perceived learning were the two mediating variables that link

the independent and the dependent variable. Satisfaction would be measured or tested

as the dependent variable. Control variables include age, gender, and type of Internet

connection, which are not relevant to the study's objectives but are included because

they may influence the results.

In this study, there were two-way, three-way and four-way structural

relationships among the variables. Six relationships were tested in two-way or bivariate

correlation, assessing the direct effect of the variables on each other. Moreover, three

mediation models were investigated from which two of them are associations from

three-way relationship using mediation analysis and a serial structural model of the

four latent variables.

 REVIEW OF RELATED LITERATURE

The changes that the world experiences today such as the trending topic, the

Coronavirus disease 2019 pandemic, induce the researchers to investigate the factors

that can affect the student's perceived learning and satisfaction amidst the new

educational policy which is distance learning education. This chapter presents a review

of related literature, both local and foreign that is associated with these studies.

Study Environment

Recently, there has been an explosion of studies relating to the new normal in

education. While many focused on national policies, professional development, and

curriculum, others zeroed in on the specific learning experience of students during the

pandemic. Among these are Copeland et al. (2021) and Fawaz et al. (2021) who

examined the impact of COVID-19 on college students’ mental health and their coping

mechanisms. Copeland et al. (2021) reported that the pandemic adversely affected

students’ behavioral and emotional functioning, particularly attention and externalizing

problems (i.e., mood and wellness behavior), which were caused by isolation,

economic/health effects, and uncertainties. In Fawaz et al. 's (2021) study, students

raised their concerns on learning and evaluation methods, overwhelming task load,

technical difficulties, and confinement. To cope with these problems, students actively

dealt with the situation by seeking help from their teachers and relatives and engaging

in recreational activities. These active-oriented coping mechanisms of students were

aligned with Carter et al.’s (2020), who explored students’ self-regulation strategies.

In another study, Tang et al. (2020) examined the efficacy of different online

teaching modes among engineering students. Using a questionnaire, the results

revealed that students were dissatisfied with online learning in general, particularly in

the aspect of communication and question-and-answer modes. Nonetheless, the

combined model of online teaching with flipped classrooms improved students’

 11

attention, academic performance, and course evaluation. A parallel study was

undertaken by Hew et al. (2020), who transformed conventional flipped classrooms

into fully online flipped classes through a cloud-based video conferencing app. Their

findings suggested that these two types of learning environments were equally

effective. They also offered ways on how to effectively adapt videoconferencing-

assisted online flipped classrooms. Unlike the two studies, Suryaman et al. (2020)

looked into how learning occurred at home during the pandemic. Their findings showed

that students faced many obstacles in a home learning environment, such as lack of

mastery of technology, high Internet cost, and limited interaction/ socialization between

and among students. In a related study, Kapasia et al. (2020) investigated how

lockdown impacts students’ learning performance. Their findings revealed that the

lockdown made significant disruptions in students’ learning experience. The students

also reported some challenges that they faced during their online classes. These

include anxiety, depression, poor Internet service, and unfavorable home learning

environment, which are aggravated when students are marginalized and from remote

areas. Contrary to Kapasia et al.’s (2020) findings, Gonzales et al. (2020) found that

confinement of students during the pandemic had significant positive effects on their

performance. They attributed these results to students’ continuous use of learning

strategies which, in turn, improved their learning efficiency.

While most studies revealed that technology use and competency were the

most common challenges that students face during the online classes (see Rasheed

et al., 2020), the case is a bit different in developing countries in times of pandemic.

As the findings have shown, the learning environment is the greatest challenge that

students need to hurdle, particularly distractions at home (e.g., noise) and limitations

in learning space and facilities. This data suggests that online learning challenges

during the pandemic somehow vary from the typical challenges that students

experience in a pre-pandemic online learning environment. One possible explanation

 12

for this result is that restriction in mobility may have aggravated this challenge since

they could not go to the school or other learning spaces beyond the vicinity of their

respective houses. As shown in the data, the imposition of lockdown restricted

students’ learning experience (e.ginternship and laboratory experiments), limited their

interaction with peers and teachers, caused depression, stress, and anxiety among

students, and depleted the financial resources of those who belong to lower-income

groups. All of these adversely impacted students’ learning experience. This finding

complemented earlier reports on the adverse impact of lockdown on students’ learning

experience and the challenges posed by the home learning environment (e.g., Day et

al., 2021; Kapasia et al., 2020).

Finally, there are those that focused on students’ overall online learning

experience during the COVID-19 pandemic. One such study was that of Singh et al.

(2020), who examined students’ experience during the COVID-19 pandemic using a

quantitative descriptive approach. Their findings indicated that students appreciated

the use of online learning during the pandemic. However, half of them believed that

the traditional classroom setting was more effective than the online learning platform.

Methodologically, the researchers acknowledge that the quantitative nature of their

study restricts a deeper interpretation of the findings. Unlike the above study, Khalil et

al. (2020) qualitatively explored the efficacy of synchronized online learning in a

medical school in Saudi Arabia. The results indicated that students generally perceive

synchronous online learning positively, particularly in terms of time management and

efficacy. However, they also reported technical (internet connectivity and poor utility of

tools), methodological (content delivery), and behavioral (individual personality)

challenges. Their findings also highlighted the failure of the online learning

environment to address the needs of courses that require hands-on practice despite

efforts to adopt virtual laboratories. In a parallel study, Adarkwah (2021) examined

students’ online learning experience during the pandemic using a narrative inquiry
 13

approach. The findings indicated that Ghanaian students considered online learning

as ineffective due to several challenges that they encountered. Among these were lack

of social interaction among students, poor communication, lack of ICT resources, and

poor learning outcomes. More recently, Day et al. (2021) examined the immediate

impact of COVID-19 on students’ learning experience. Evidence from six institutions

across three countries revealed some positive experiences and pre-existing inequities.

Among the reported challenges are lack of appropriate devices, poor learning space

at home, stress among students, and lack of fieldwork and access to laboratories.

Study Habits

Based on the study of Birkerdike, O’Deasmhunaigh, O’Flynn and O’Tuathaigh

(2016), poor time management was associated with decreased academic success in

this sample. This suggests that almost half of the student body fails to efficiently

manage study time and spread the workload evenly throughout the academic year. In

relation to undergraduate-entry students, it is possible that, as has been demonstrated

in previous studies, school-leavers are not equipped with the ability to manage their

workload in a less structured university learning environment.

This shifting of teaching and learning from live learning to closed homes in such

an abrupt and hurried manner together with the prolonged closure and home

confinement during the pandemic also give an impact on the students’ study habits.

Through online learning, new behaviors are formed. This is in accordance with

behaviorism learning theory where learning creates behavior change (Farooq & Javid,

2016). In the end, students do not depend on the lecturers' explanations and they

actively seek knowledge and develop insights through the digital media. During the

implementation of online learning, students can save time at school or campus by

following the learning process from home, especially for those who live in big cities

with traffic congestion problems. students can also do other activities outside of class

hours because learning that is usually done in the classroom can now be done from
 14

home. Unfortunately for some students, this becomes a problem. Staying at home

means that they do more homework and help their parents at work, so they sometimes

neglect their tasks. In this case, the family has an influence on the learning process of

the students.

The usage of online learning additionally expects students to act naturally

coordinated and self-roused. Self-coordinated learning is defined as an interaction

wherein students assume liability in understanding their adapting needs, building up

their learning objectives, and executing learning systems and assessments (Knowles,

in Kebritchi et al., 2017). Students must be active to pose further questions to the

lecturers and look for extra references with respect to the material being concentrated

despite the fact that numerous sites give online course material. Other than that,

students’ time management expertise is viewed as significant for forming students'

preparation to partake in online courses (Hill, 2016; Roper, 2017). There are heaps of

issues concerning the amassing of assignments during online learning. This can

happen in light of the fact that students can't deal with their time management to

complete them. Subsequently, to stay away from performing multiple tasks, students

should structure their time better.

A study conducted by Yeboah and Smith (2016) explained that satisfaction and

the use of social media have no relationship with the participants’ academic

performance. However, there is an indication that flexibility and the convenience of

time, self-confidence, a lack of support, independent learning skills, and

language/linguistic differences can affect the way that students learn.

Literally, study habits are a combination of two words, namely study and habits.

When taking it separately, study means the application of the mind to the acquisition

of knowledge. The main purposes of the study were: to acquire knowledge that will be

useful in meeting new situations, interpreting ideas, making judgments creating new

ideas, and perfecting skills (Crow & Crow, 2017). For Nagaraju (2016), the word of
 15

study can be assumed as the way for someone to gain knowledge while Verma (2016)

argued that a habit was something that is done on a scheduled, regular, planned basis

and that was not relegated to a second-place or optional place in one’s life. Nagaraju

(2016) informed that the characteristics of habits are (1) habits are not innate and

inherited, (2 ) they are performed every time in the same way, (3) habitual actions are

performed with great ease and facility, (4) habit brings accuracy to the action, (5)

Habitual acts are performed with least attention or no attention, and (6) nervous

system is the principal factor in the formation of habits. Therefore, study habits are the

behaviors of an individual related to studies (Yazdani & Godbel, 2016). They are a

well-planned and deliberate pattern of study that has attained a form of consistency on

the part of the students toward understanding academic subjects and passing

examinations (Kaur & Pathania, 2016). In addition, study habits can be defined as the

sum total of all habits, determined purposes, and enforced practices that the individual

has in order to learn (Radha & Muthukumar, 2016). Also, Monica (2016) defined study

habits as the regular tendencies and practices that one depicts during the process of

gaining information through learning.

Every student has different study habits. Some students in our English

department as well can study in a crowded place, but some of them need a private

place to study. To achieve good study habits, one must have a desire to learn with full

working abilities and talents. Students should have more interests and self-disciplines

in everything. Good study habits are good assets to learners because they (habits)

assist students to attain mastery in areas of specialization and consequent excellent

performance, while the opposites constitute constraints to learning and achievement

leading to a failure (Tope, 2016). Furthermore, Lee (2018) argued that good study

habits are important for students, especially college or university students, whose

needs including time management, note-taking, internet skills, eliminatory distractions,

and assigning a high prioritizing study (Abban, 2016; Boch & Piolat, 2016; Deore, 2017;
 16

Nagaraju, 2016; Ogbodo, 2018). On the other hand, poor study habits are the habits

which do not work and do not help students succeed in their studies (Bhat & Khandai,

2016). Poor study habits are one of the biggest and most persistent problems among

the school and college students. There are some poor study habits such as poor

attendance, poor note taking, poor time management, and procrastination, lack of

concentration during learning (Capan, 2016; Muraina, Nyorere, Emana, & Muraina,

2018; Nagaraju, 2016; Ogbodo, 2018; Singh, 2016).

Perceived Learning

There is an “increasing number of university programs, particularly at the

graduate level, moving to an accelerated model, where time is compressed to help

adult learners achieve necessary skills and credentials at a quicker pace”, it is

important that we ask our students to determine their level of learning (Trekles, 2018,

p. 13).

Within the constructivist paradigm, one school of thought (constructivism)

believes that knowledge is constructed individually and independently and that

students learn better when they discover knowledge themselves at their own time and

pace. During the independent discovery process, it is necessary for students to

become self-regulated learners as well as active learners. Educational psychologists

such as Pintrich and De Groot (2016) believe that self-regulated learning strategies

are not enough to enable student achievement and that students must be motivated to

apply self-regulated learning strategies. Some believe that the core of self-regulated

learning is self-motivation (Smith, 2016). Another implication of constructivism is the

changing roles of instructors from taking center stage to becoming creative mediators

and facilitators of the learning process.

 17

Satisfaction

Several studies have been conducted to measure the level of student

satisfaction in online learning environments. Dziuban, Wang, and Cook (2018)

concluded that students were more likely to evaluate courses and instructors with

satisfactory ratings if they believed their professors communicated effectively,

facilitated or encouraged their learning, organized the course effectively, showed

interest in students’ learning and progress, demonstrated respect for students, and

evaluated students’ work accurately. Marsh and Roche (2017) developed a complex

model for defining student perceptions of satisfaction in terms of several factors:

learning value, instructor enthusiasm, rapport, organization, interaction, coverage, and

assessment. Another study found that students who participated in cohorts with other

colleagues and received detailed feedback from and interaction with faculty reported

satisfaction with their learning experiences (Shea, Fredericksen, Pickett, & Pelz,

2018).

Bangert (2016) identified four factors related to student satisfaction in online

courses, including: student and faculty interaction and communication, amount of time

on task, active and engaged learning, and cooperation among classmates. Another

study compared students’ perceptions of a sense of community and teacher presence

with asynchronous audio feedback in online courses (Ice et al., 2017). They contrasted

their results based upon students who received text-based feedback rather than audio

feedback. Students reported higher satisfaction with embedded asynchronous audio

feedback rather than text-only feedback (Ice et al., 2017). Students found that audio

feedback was more effective because the nuance of the communication was clearer,

their professors seemed to care more about them, and they were three times more

likely to apply the content or suggest changes of this type of feedback (Ice et al., 2017).
 18

Distance Learning Education in COVID-19 Pandemic

In December 2019, an outbreak of a novel coronavirus, known as COVID-19,

occurred in China and has spread rapidly across the globe within a few months.

COVID-19 is an infectious disease caused by a new strain of coronavirus that attacks

the respiratory system (World Health Organization, 2020). As of January 2021, COVID-

19 has infected 94 million people and has caused 2 million deaths in 191 countries and

territories (John Hopkins University, 2021). This pandemic has created a massive

disruption of the educational systems, affecting over 1.5 billion students. It has forced

the government to cancel national examinations and the schools to temporarily close,

cease face-to-face instruction, and strictly observe physical distancing. These events

have sparked the digital transformation of higher education and challenged its ability

to respond promptly and effectively. Schools adopted relevant technologies, prepared

learning and staff resources, set systems and infrastructure, established new teaching

protocols, and adjusted their curricula. However, the transition was smooth for some

schools but rough for others, particularly those from developing countries with limited

infrastructure (Pham & Nguyen, 2020; Simbulan, 2020).

Inevitably, schools and other learning spaces were forced to migrate to full

online learning as the world continued the battle to control the vicious spread of the

virus. Online learning refers to a learning environment that uses the Internet and other

technological devices and tools for synchronous and asynchronous instructional

delivery and management of academic programs (Usher & Barak, 2020; Huang, 2019).

Synchronous online learning involves real-time interactions between the teacher and

the students, while asynchronous online learning occurs without a strict schedule for

different students (Singh & Thurman, 2019). Within the context of the COVID-19

pandemic, online learning has taken the status of interim remote teaching that serves

as a response to an exigency. However, the migration to a new learning space has

faced several major concerns relating to policy, pedagogy, logistics, socioeconomic

 19

factors, technology, and psychosocial factors (Donitsa-Schmidt & Ramot, 2020; Khalil

et al., 2020; Varea & González-Calvo, 2020). With reference to policies, government

education agencies and schools scrambled to create foolproof policies on governance

structure, teacher management, and student management. Teachers, who were used

to conventional teaching delivery, were also obliged to embrace technology despite

their lack of technological literacy. To address this problem, online learning webinars

and peer support systems were launched. On the part of the students, dropout rates

increased due to economic, psychological, and academic reasons. Academically,

although it is virtually possible for students to learn anything online, learning may

perhaps be less than optimal, especially in courses that require face-to-face contact

and direct interactions (Franchi, 2020).

Synthesis

COVID-19 has caused school closures all across the world. As a result,

education has altered considerably, with the significant rise of e-learning, in which

education is done remotely and on digital platforms.

Student's behavioral and emotional functioning were negatively impacted by

the epidemic, particularly their attention and externalizing behaviors. The most difficult

barrier for students to overcome when learning online is the distraction from home,

which may be exacerbated during the pandemic. Singh et al. (2020) investigated

students' experiences during the COVID-19 pandemic using a quantitative descriptive

method.

Students can save time by following the learning process at home while

implementing online learning, which is especially beneficial for those who live in

congested cities. Students can do other things outside of class because previously

done in-class learning can now be done from home. Unfortunately, this is a problem

for many students. Staying at home necessitates them doing extra schoolwork and

assisting their parents at work, which causes them to occasionally ignore their
 20

responsibilities. Students' study habits are affected by the shift in teaching and learning

from an open to a closed environment. As Nagaraju (2016) put it, a habit is anything

that is done regularly, planned, and not relegated to secondary or optional character

life.

Students were more likely to give courses and instructors satisfactory ratings if

they believed their professors communicated effectively, facilitated or encouraged their

learning, organized the course effectively, showed interest in students' learning and

progress, demonstrated respect for students, and evaluated students' work accurately,

according to Dziuban, Wang, and Cook (2018). As a result, the researchers considered

satisfaction to be the study's dependent variable, the study environment to be the

independent variable, and study habits and perceived learning to be mediating

variables.
 METHODOLOGY

This chapter discusses the research design and methods used to collect all of

the necessary data for this study. The research design, research ethics, data collection

methods, sampling design, research instrument, data analysis, Kendall's Tau-b

coefficient analysis, and serial mediation analysis are all covered in this section.

Research Design

This study is designed as a quantitative study aiming to understand the

relationships among the variables; study environment, study habits, perceived

learning, and satisfaction of CvSU-Main students in Distance Learning Education. In

this study, the independent variable is the study environment, the two mediating

variables are study habits and perceived learning, and the dependent variable is

satisfaction. The researchers also used a descriptive research design to assess the

effect of the four research variables on each other. The goal of descriptive research is

to accurately and thoroughly describe a population, situation, or phenomenon

(McCombes, 2019). This design allowed the researchers to understand the variables

that will lead to the satisfaction of Cavite State University-Main Campus students in

distance learning education as influenced by study environment, study habits, and

perceived learning that would benefit educational authorities, educational institutions

specifically CvSU-Main Campus, professors, students, and future researchers.

Causal research was used to determine the direct effect of latent variables on

each other using bivariate correlation. To determine the extent and nature of cause-

and-effect relationships, the researchers used causal research. This was done to

better understand the interconnectedness of the four variables. Causal research can

be used to evaluate the effect of specific changes on norms, processes, or outcomes.

A quasi-experimental design was used to investigate the mediating effects of

study habits and perceived learning. This design usually included some kind of
 22

treatment (IV) that was supposed to influence the DV. However, unknown confounding

variables can always complicate the results.

Research Ethics

The researchers guaranteed that all respondents participating in the study are

voluntary and have the right to withdraw from the study if they wish to do so. The

respondents were informed by the research process and they are provided with

sufficient information and they must fully understand the implication of participation in

the study without pressure or coercion. In compliance with R.A. 10173 aka the Data

Privacy Act, the privacy and anonymity of the participants participating in the study are

paramount to this research study, rest assured that all the information given would be

treated with utmost confidentiality and integrity. The researchers would not use any

offensive words, discriminatory, or other unacceptable words in the study. The

researchers would acknowledge the works of other authors that are going to be used

in any part of the study, with the use of the APA 7th edition referencing system. The

researchers would maintain the highest level of objectivity in discussing and analyzing

the research data.

Data Collection Methods

In this research, the data were collected using a survey questionnaire. A

questionnaire, also known as a self-administered survey was handed out to certain

targets or segments of people to gather data and information desired. For the purpose

of this research, 379 copies of questionnaires were distributed. The reason for using

questionnaires was to ensure completeness and consistency of information gathered.

It was also the only feasible way to reach a large number of interviewees; the result

would be used as input for statistical analysis. It was done in a structured manner,

where all of the interviewees would provide their perception through the questionnaires

distributed to them, and it made sure that no critical points were being left out. The
 23

questionnaire for this research was self-designed and has undergone various

validation processes. It was to ensure higher validity of the questions used and it was

known that the higher the validity means the more accurate the measure can represent

a concept.

Target Population

The target population for this research was the students from Cavite State

University-Main Campus. As of September 20, 2021 - 1st Sem 2021-2022, the total

number of college students in the university is 24234.

Sampling Frame and Sampling Location

The sampling frame in the study was the enrolment data as of September 20,

2021 - 1st Sem 2021-2022, and the sampling location was Cavite State University-

Main Campus.

Sampling Technique

The researchers used stratified sampling for the gathering or collection of data.

The strata were the College of Agriculture, Forestry, Environment, and Natural

Resources (CAFENR), College of Arts and Sciences (CAS), College of Criminal

Justice (CCJ), College of Education (CED), College of Engineering and Information

Technology (CEIT), College of Economics, Management and Development Studies

(CEMDS), College of Nursing (CON), College of Sports and Physical Education

(CSPEAR) and College of Veterinary Medicine and Biomedical Sciences (CVMBS).

After that, the researchers took a random sample from within each stratum with

the help of randomization without replacement using RStudio.

Sampling Size

Since there are 24234 students in Cavite State University – Main Campus as

of September 20, 2021 (first-semester A.Y. 2021-2022), Cochran’s formula was used
 24

to calculate an ideal sample size given a desired level of precision, desired confidence

level, and the estimated proportion of the attribute present in the population. According

to Al-Hemyari (2018), Cochran’s formula is considered especially appropriate in

situations with large populations. A sample of any given size provides more information

about a smaller population than a larger one, so there’s a ‘correction’ through which

the number given by Cochran’s formula can be reduced if the whole population is

relatively small.

' ! ()
"& = *!
(1)

+"
"= # (2)
", "
$

It is where $ # is the abscissa of the normal curve that cuts off an area α at the

tails (1 - α equals the desired confidence level, e.g., 95%), e is the desired level of

precision, p is the estimated proportion of an attribute that is present in the population,

and q is 1-p. The sample size ("& ) can be adjusted using Equation 2 below where n is

the sample size and N is the population size.

(1.96)# (0.5)(0.5)
"& = = 385
(0.05)#

385
"= = 379
385
1 + 24234

The calculation was based on 50 percent response distribution, 5 percent

margin of error and 95 percent confidence interval. Setting the response distribution to

50 percent is the most conservative assumption (Louangrath, 2015). The assumption

that the response rate is 50% was based on the idea that both responses and response

rates were completely unknown since there are no previously published similar studies

in Cavite State University. Therefore, the calculated sample size was 379 students.
 25

Furthermore, the study intended to allocate the number of respondents in each

stratum, which were the colleges in Cavite State University – Main Campus.

Proportional allocation was used as a procedure for dividing a sample among the strata

in the stratified sample survey.

3-
"- = ×"
3

It is where "- is the proposed allocated number of respondent in the stratum,

3- is the total population of the stratum, 3 is the total population of the students in

Cavite State University – Main Campus as of the first semester of the academic year

2021-2022, and " is calculated sample size.

1246
"./0123 = × 379 = 19.48642 ≈ 19
24234

3839
"./4 = × 379 = 60.03882 ≈ 60
24234

1820
"..5 = × 379 = 28.46331 ≈ 28
24234

3993
".16 = × 379 = 62.44726 ≈ 62
24234

4828
".178 = × 379 = 75.50598 ≈ 76
24234

4829
".1964 = × 379 = 75.52162 ≈ 76
24234

1719
".:2 = × 379 = 26.88375 ≈ 27
24234

1382
".4;1/3 = × 379 = 21.61335 ≈ 22
24234
 26

578
".<9=4 = × 379 = 9.03944 ≈ 9
24234

Therefore, the allocated number of respondents in the colleges were 19

students in CAFENR, 60 students in CAS, 28 students in CCJ, 62 students in CED, 76

students in CEIT, 76 students in CEMDS, 27 students in CON, 22 students in CSPEAR

and 9 students in CVMBS.

Research Instrument

To collect the necessary data, the researchers used a self-administered

questionnaire. Respondents took responsibility to read and answer the questions in a

self-administered questionnaire. The questionnaire was divided according to the

variables of the study.

Questionnaire Survey

A self-administered questionnaire was prepared to reflect the views and

opinions of the participants and provide the necessary information.

Questionnaire Design

The questionnaire was created with the goal of making it simple for

respondents to comprehend and respond to the survey. All criteria were taken into

account, including the suitable wording, sentence length, and the manner in which the

questions were posed.

The first section of the survey asks for demographic information from

respondents, such as their age, gender, and the type of internet connection they have

at home.

The subsequent section of the questionnaire is divided into four sections: A, B,

C, and D.
 27

Section A contains the Study Environment, which discusses the physical

environment of the participants and was composed of 30 questions, each of which was

evaluated using a 6-point Likert scale of agreement.

Section B is focused on Study Habits and consists of 30 questions, each of

which involves a 4-point Likert scale of Frequency to be answered.

Section C consists of Perceived Learning, which discusses the learning of

students with regards to online learning and consists of 30 questions, each of which is

answered using a 6-point Likert scale of Agreement.

Section D is dedicated to Satisfaction and consists of 30 questions, each of

which must be answered using a 5-point Likert scale of Satisfaction.

Face Validation

The study has undergone face validation with five professionals to evaluate

whether the questions in the survey questionnaire effectively captured the topic under

investigation. The validators noticed some changes that needed to be made, such as

double-barreled sentences, contractions, emphasis on the word 'not,' grammatical

errors, and other suggestions.

Pilot Testing

The study has undergone pilot testing of the survey questionnaire using

Cronbach’s alpha to assess the reliability and internal consistency. According to

Gokarn (2017), the sample size for the pilot study should be at least 30 for quantitative

research in the field of social science. The pilot testing yielded a total of 56

respondents, which was higher than the needed respondent number of 30. In addition,

according to Pope (2009), the item-total correlation should be larger than 0.4 to have

extremely good discrimination, which refers to how well a question distinguishes

between participants who knew the topic and those who did not. The respondents of

the pilot testing were students from other universities who were also experiencing
 28

distance learning education in their first semester school year 2021-2022 to assure

that they would not be included in the final survey.

Table 1. Reliability Test

VARIABLES COEFFICIENT ALPHA INTERPRETATION

Study Environment 0.82 High Internal Consistency

Study Habits 0.849 High Internal Consistency
Perceived Learning 0.851 High Internal Consistency
Satisfaction 0.849 High Internal Consistency

Table 1 shows that there are four variables and a total of 47 items in the

questionnaire that were measured using the reliability test and Cronbach's alpha.

Cronbach's alpha was used to test the internal consistency and stability of the multi-

item scale (see table 1). The closer the Cronbach’s alpha to the value of 1 the higher

the internal consistency of the particular item.

The constructs of the study environment are measured with 9 items and have

an alpha coefficient of 0.820. The second construct, study habits, has a coefficient

alpha of 0.849 when measured with 15 items. Third, the perceived learning has an

alpha coefficient of 0.851 and is measured using 11 items. Fourth, the satisfaction

coefficient alpha is 0.849, as measured by 12 items. Overall, the constructs of study

environment, study habits, perceived learning, and satisfaction provide very good

reliability.

The reliability coefficient (coefficient alpha) of all examined constructs in the

questionnaire has a high level of reliability. All of the constructs have a Cronbach's

alpha of greater than 0.8, indicating that the questionnaire is consistent and reliable.

Therefore, all of the questions in the survey were retained because they met the overall

Cronbach’s alpha with high internal consistency. Furthermore, since it is greater than

0.4, it has extremely good discrimination. As a result, the questionnaire was distributed

to 379 respondents of Cavite State University-Main Campus.

 29

Data Analysis

Descriptive Analysis

Descriptive analysis was conducted to gather the details about the socio-

demographic profile of the respondents such as age, sex, and type of internet

connection. The frequency table was used to provide a precise analysis of their

demographic characteristics, presenting frequency, valid percentage and cumulative

percentage.

On the other hand, the level of study environment, study habits, perceived

learning, and satisfaction in distance learning education of Cavite State University-

Main students were assessed using measures of central tendency specifically the

median.

Structural Equation Modeling (SEM Analysis)

Structural equation modeling (SEM) is a methodology for representing,

estimating, and testing a network of relationships between variables (measured

variables and latent constructs)

An SEM is a linear model with a number of modifications: the coupling matrix,

β, is ‘pruned’ to include only paths of interest. Critically, self-connections are precluded.

The data matrix, Y, contains responses from regions of interest and possibly

experimental or bilinear terms.

7 = 78 + ɛ (1)

The free parameters, β, are constrained, according to the specified pruning or

sparsity structure of connections. To simplify the model, the residuals e are assumed

to be independent. They are interpreted as driving each region stochastically from one

measurement to another and are sometimes called innovations.

 30

Instead of minimizing the sum of squared errors, the free parameters are

estimated using the sample covariance structure of the data. The rationale for this is

that the covariance reflects the global behavior of the data, i.e. capturing relationships

among variables, in contrast to the former, which reflects the goodness of fit from the

point of view of each region. Practically, an objective function is constructed from the

sampled and implied covariance, which is optimized with respect to the parameters.

The implied covariance, Σ(β), is computed easily by rearranging Eqn. (1) and assuming

some value for the covariance of the innovations, (ɛTɛ):

:(; − =) = ɛ

7 = ɛ(> − 8)>?

? = (7@ 7)

? = (> − 8)>@ + (ɛ@ ɛ) (> − 8)>?

The sample covariance is:

?
@= 7@ 7
A>?

where n is the number of observations and the maximum likelihood objective function

is:

ABC = BC|?| − EF(@? >? ) − BC|G|

 31

Figure 2. Structural Equation Model (SEM) of the Study

In the above figure e1 to e47 represent the measurement error; SE1, SE2, SE3,

SE4, SE5, SE6, SE7, SE8, SE9, SH1, SH2, SH3, SH4, SH5, SH6, SH7, SH8, SH9,

SH10, SH11, SH12, SH13, SH14, SH15, PL1, PL2, PL3, PL4, PL5, PL6, PL7, PL8,

PL9, PL10, PL11, S1, S22, S3, S4, S5, S6, S7, S8, S9, S10, S11, and S12 are the

observed variables; and SE, SH, PL, and S show the latent variables.
 32

Kendall’s Tau-b Coefficient Analysis (Bivariate Correlation)

Kendall’s Tau-b coefficient analysis helped the researchers to better

understand whether there is a positive relationship, negative relationship, or no

correlation between the dependent variable and mediating variables, dependent and

independent variable, and mediating variables and dependent variable.

"E − "F
HD =
I("& − "" )("& − "# )

+(+>")
It is where HD refers to the Kendall Tau’sCoefficient, and "& = , where n
#

is data size, "E is the number of concordant (x,y) pairs, "F is discordant pairs, "" =

I% (I% >") K& (K& >")

∑J , where KJ is number x values tied at jth value and "# = ∑L , where
# #

LL is number y values tied at kth value.

Table 2. Rule of thumb about correlation coefficient size

COEFFICIENT RANGE STRENGTH OF ASSOCIATION
+/-.91 - +/-1.00 Very Strong
+/-.71 - +/-.90 High
+/-.41 - +/-.70 Moderate
+/-.21 - +/-.40 Small but definite relationship
+/-.00 - +/-.20 Slight, almost negligible

By using this analysis, the strength of relationships between variables were

analyzed by the researchers. Researchers used Kendall’s Tau-b correlation coefficient

to measure whether there is a significant relationship between study environment and

study habits, study environment and perceived learning, study environment and

satisfaction, study habits and perceived learning, study habits and satisfaction, and

perceived learning and satisfaction.

 33

Serial Mediation Analysis

The model applied in this study is a serial mediator model, which has three

indirect effects and one direct effect. The three indirect paths are found by tracing all

possible ways of getting from X to Y through at least one M:

!"#"$%#"&'

!"#"$("#"&'

!"#"$%"#"$("#"&)

Figure 3. Serial Mediation Process

MNKOP QRRQSK (S) = ;"TUVQSK QRRQSKW + XUVQSK QRRQSK (S‘)

MNKOP QRRQSK (S) = O" TZ# + O" Z" + O# Z# + S‘

Therefore, the indirect effect of X on Y through M1 is O" Z" , the indirect effect

through Model 2 is O# Z# , the indirect effect through M1 and M2 in serial is O" TZ# ,, and

the total indirect effect of X is O" TZ# + O" Z" + O# Z# . Taylor et al. (2016) compared

different categories of methods for testing mediation and found the bootstrap methods
 34

were the best performers. In this study, the bootstrap method was used to test the

serial multiple mediating effects.

Statistical analyses were performed using the free trial version of IBM SPSS

Statistics for Windows, Version 25.0, in combination with the PROCESS version 3.4

macro by Andrew F. Hayes, recommended 5000 bootstrap samples to be used for

mediation analyses in the test from Serial-Multiple Mediation Model 6. Thus, data

obtained from 5000 bootstrap samples were used and the significance level was set

as .05. Furthermore, SPSS AMOS version 26 free trial was used to illustrate the

mediation models of the variables.

Model 1. Study Environment → Study Habits → Satisfaction

Figure 4. Mediation Process of Study Environment → Study Habits → Satisfaction

Model 1 illustrates the effect of the study environment towards satisfaction

through the mediating role of study habits. O is the effect of study environment toward

study habits while Z is the effect of study habits toward satisfaction. Thus, the total

effect (S) of study environment on satisfaction would be computed as indirect effect

(OZ) + direct effect (S‘)

 35

Model 2. Study Environment → Perceived Learning → Satisfaction

Figure 5. Mediation Process of Study Environment → Perceived Learning →

Satisfaction

Model 2 illustrates the effect of the study environment towards satisfaction

through the mediating role of perceived learning. O is the effect of study environment

towards perceived learning and Z is the effect of perceived learning toward satisfaction.

Thus, the total effect (S) of study environment on satisfaction would be computed as

indirect effect (OZ) + direct effect (S‘)

 36

Model 3. Study Environment → Study Habits → Perceived Learning → Satisfaction

Figure 6. Mediation Process of Study Environment → Study Habits → Perceived

Learning → Satisfaction

Model 3 illustrates the effect of the study environment towards satisfaction

through the serial mediating roles of study habits and perceived learning. O is the effect

of study environment toward study habits while Z is the effect of study habits towards

satisfaction. O" is the effect of study environment towards study habits, O# is the effect

of study environment towards perceived learning, Z" is the effect of study habits

towards satisfaction, Z# is the effect of perceived learning towards satisfaction, T is the

effect of study habits towards perceived learning, and S‘ is the direct effect of the study

environment towards satisfaction. Thus, the total effect (S) would be computed as

indirect effects (O" TZ# + O" Z" + O# Z# ) + the direct effect (S‘)
 RESULTS AND DISCUSSION

This chapter presents data collected from the sample determined in the

previous chapter by presenting the patterns of results and analyses of the results

relevant to the research questions and hypotheses. The respondent's demographic

profile and frequency analysis, measures of central tendencies, and inferential

analyses are discussed at length.

Profile of the Respondents

Table 3. Distribution of respondents grouped according to age

AGE FREQUENCY PERCENTAGE
18 22 5.8
19 44 11.61
20 43 11.35
21 108 28.5
22 146 38 .52
23 10 2.64
24 6 1.58
Total 379 100

AVERAGE AGE: 20.97

Table 3 shows the age distribution of respondents. There are only six

respondents whose age is 24, majority of the respondents are 22 years old with 146

followed by 108 whose age is 21. The average age of the respondents is 20.97.
 38

Table 4. Distribution of respondents grouped according sex

SEX FREQUENCY PERCENTAGE
Male 129 34.04
Female 250 65.96
TOTAL 379 100

Table 4 shows the percentage of respondents, with females accounting for

65.96% of the total and males accounting for 34.04% of the total. In other words, 129

of the 379 respondents are male, while the remaining 250 are female.

Table 5. Type of internet connection used by the respondents

TYPE OF INTERNET
FREQUENCY PERCENTAGE
CONNECTION
Mobile Data Prepaid 51 13.46
Mobile Data Postpaid 2 0.53
Wifi Limited Data 56 14.78
Wifi Unlimited Data 270 71.24
TOTAL 379 100

Table 5 shows that WiFi Unlimited Data (71.24%) has the highest proportion in

terms of the type of internet connection, followed by WiFi Limited Data (14.78%),

Mobile Data Prepaid (13.46%), and Mobile Data Postpaid (0.53%). According to

Datareportal there were 73.71 million internet users that use Wifi Unlimited data also

having an increase of 4.2 million from 2020-2021. The internet penetration in the

Philippines stood at 67% in the total of 110 million population in January 2021.
 39

Table 6. Median table assessing the level of CvSU-Main students’ study

environment
STATEMENTS MEDIAN INTERPRETATION
I feel engaged in the learning activities even
4 Slightly Agree
though it is a distance learning setting.
My house is an effective environment for my
3 Slightly Disagree
learning comprehension.
I can listen well with the discussions of
4 Slightly Agree
instructors in synchronous classes.
I can learn efficiently in this study setting. 3 Slightly Disagree
It makes me focus well on my studies whenever
4 Slightly Agree
I am in my room studying.
There is a good place or a good spot for
4 Slightly Agree
studying in my own home.
My study setting helps me to review my lessons
4 Slightly Agree
well.
I feel demotivated because my home learning
environment is NOT an effective place for me to 3 Slightly Disagree
study.
GRAND MEDIAN 4 SLIGHTLY AGREE

The median and grand median of responses for each of the items for the study

environment of Cavite State University-Main students in distance learning education

are shown in Table 6.

The grand median of study environment of CvSU-Main students in distance

learning education is 4 indicating that the CvSU-Main students have slightly agreed to

have a good study environment while trying to adapt to the new mode of education.

According to Osborn and Holder's research, learners need to be able to choose or

control their physical learning environment. "Studying environment" is significantly

related to academic performance, satisfaction, or course completion among online

learners at all levels, from community college to graduate school.

“There is a good place or a good spot for studying in my own home” is the

statement with the highest median “My responsibilities in my house do NOT affect my

time management in studying” is the statement with the lowest median.

 40

Table 7. Median table assessing the level of CvSU-Main students’ study habits
STATEMENTS MEDIAN INTERPRETATION
3 Sometimes
I ignore distractions around me when I study.

I plan my work in advance so that I can turn in my 3 Sometimes

assignments on time.

I take notes in class/download the notes and 3 Sometimes

review them anytime I want.

I test myself when I study the materials and 3 Sometimes

lessons that needed to be remembered.

I take time to review the chapter soon after I read 3 Sometimes

it.
3 Sometimes
I rewrite or type up my notes.

I try to organize the main ideas and details into a 3 Sometimes

meaningful method.

I try to get the meaning of new words as I see 3 Sometimes

them for the first time.

I study for a length of time and then take a short 3 Sometimes

break before returning to studying.

I set study goals, such as the number of problems 3 Sometimes

I will do or pages I will read.

I quiz myself over material that could appear on 3 Sometimes

future exams and quizzes.

I have enough time for school and personal 3 Sometimes

hobbies.

I focus well on what the teacher is saying. 3 Sometimes

I prepare for classes beforehand and review what 3 Sometimes

I have learned.
3 Sometimes
I proactively study without being told.
GRAND MEDIAN 3 SOMETIMES

The median and grand median of responses for each of the items for the study

habits of Cavite State University-Main students in distance learning education are

shown in Table 7.
 41

The grand median of study habits of CvSU-Main students in distance learning

education is 3 indicating that respondents have sometimes good study habits in the

new mode of education. In the study of Sun et al. (2018), they used a method named

Kolb’s inventory for investigating the learning outcomes related to different learning

styles in a virtual science laboratory for elementary school students. They found out

that students who used the online virtual lab were not significantly different from

students of different learning styles. This, supports the claim that students have their

own way of adapting to distance learning education as Kolb’s LSI was used in online

learning research studies, measuring the learners’ preferences and learning styles.

“I try to get the meaning of new words as I see them for the first time” is the

item with the highest median.

“I quiz myself over material that could appear on future exams and quizzes.” is

the item with the lowest median.

 42

Table 8. Median table assessing the level of CvSU-Main students’ perceived

learning
STATEMENTS MEDIAN INTERPRETATION

The new normal curriculum of education has 4 Slightly Agree

contributed to my academic development.
I learned more in the course than I have
4 Slightly Agree
anticipated.

The distance learning activities promoted the 4 Slightly Agree

achievement of my learning outcomes.

I am confident that I have learned from my 4 Slightly Agree

synchronous classes.

The group activities from this distance learning 4 Slightly Agree

education helped with my comprehension.

Online discussions increased my learning 4 Slightly Agree

capabilities
I have gained information through this online
4 Slightly Agree
platform.

I am sure that I would still remember the lessons 4 Slightly Agree

right after my classes ended.
I had a complete understanding of what was
4 Slightly Agree
going on with my lessons.
There was a clear explanation in the lessons from
4 Slightly Agree
my professors during my online classes.
The lessons provided major support for my
4 Slightly Agree
learning and comprehension.
GRAND MEDIAN 4 SLIGHTLY AGREE

The median and grand median of responses for each of the items for the

perceived learning of Cavite State University-Main students in distance learning

education are shown in Table 8.

The grand median of perceived learning of CvSU-Main students in distance

learning education is 4 indicating that respondents slightly agreed that they have

learned from distance learning education. LaPointe and Gunawardena (2016), on the

other hand, found no evidence for a positive relationship between interaction and

perceived learning outcomes. However, when the goal of online interaction is to create

a sense of personalization and customization of learning and help students overcome

 43

feelings of remoteness, it may have little effect on perceived learning. With that said,

the result slightly agreed is plausible.

“The lessons provided major support for my learning and comprehension” is

the item with the highest median. According to Herbert J. Walberg (2020), well-planned

lesson orientations also stimulate students' motivation to learn, allowing them to set

goals for the content and learning activity.

“I am sure that I would still remember the lessons right after my classes ended.”

is the item with the lowest median.

Table 9. Median table assessing the level of CvSU-Main students’ satisfaction

STATEMENTS MEDIAN INTERPRETATION

How satisfied are you with the amount of time

4 Satisfied
that is dedicated to each course or subject?

How satisfied are you with the amount of time

Neither Satisfied nor
that you have spent on your online classes? 3
Dissatisfied
How satisfied are you with your decision to
Neither Satisfied nor
partake in this online learning education? 3
Dissatisfied
How satisfied are you with what you have
Neither Satisfied nor
experienced in distance learning education? 3
Dissatisfied
How satisfied are you with the quality of
Neither Satisfied nor
education in this distance learning education? 3
Dissatisfied
How satisfied are you with your performance
Neither Satisfied nor
during online class? 3
Dissatisfied
How satisfied are you with how this new normal
education system served your educational Neither Satisfied nor
3
needs? Dissatisfied

How satisfied are you with how this distance

Neither Satisfied nor
learning education worked out for you? 3
Dissatisfied
How satisfied are you with the amount of
Neither Satisfied nor
information you have received? 3
Dissatisfied
How would you rate the applicability of your
Neither Satisfied nor
learning method in this online learning? 3
Dissatisfied
How would you rate the support of educational
institutions towards the students in this new Neither Satisfied nor
3
educational system? Dissatisfied
 44

How would you rate the distance learning

Neither Satisfied nor
education for preparing you adequately for the 3
Dissatisfied
future?
NEITHER
GRAND MEDIAN 3 SATISFIED NOR
DISSATISFIED

The median and grand median of responses for each of the items for the

satisfaction of Cavite State University-Main students in distance learning education

are shown in Table 9.

The grand median of CvSU-Main students' satisfaction with distance learning

education is 3 indicating that respondents are neither satisfied nor dissatisfied with

how the new normal education works for them. Studies of online programs further

pointed to a number of issues that, if addressed, fostered student satisfaction

according to Roach and Lemasters (2016).

“How satisfied are you with the amount of time that is dedicated to each course

or subject?” is the item with the highest median.

“How would you rate the distance learning education for preparing you

adequately for the future?” is the item with the lowest median.

Kendall’s Tau-b Correlation Coefficient

Table 10. Correlation between study environment and study habits

STATISTICAL VALUE
VARIABLES P-VALUE DECISION INDICATION INTERPRETATION
ANALYSIS (!! )

Study
Low
Environment Kendall’s Reject
0.336 0.000 Positive Significant
- Study Tau-b !"
Correlation
Habits
*Significant at 5% level of significance

From the table above, there is a positive relationship between study

environment and study habits of Cavite State University-Main students in distance

learning education because the value for the correlation coefficient is positive. The

study environment has a 0.336 correlation with study habits.

 45

The value of this correlation coefficient (0.336) falls under the coefficient range

from ±0.21 to ±0.40. Therefore, there is a direct relationship between study

environment and study habits. As one variable increases, the other one would also

increase.

With a value (HD ) of 0.336, it indicates that study environment and study habits

have a low positive relationship. The study "Relationship Between Home Environment

and Study Habit of Senior Secondary School Students" of Rani (2018) stated that the

home environment is one of the determinants of study habits. Many parents may not

be aware of the influence of various home environmental factors on the study habits

of their children. It is recommended that teachers, educationists, and leaders should

try to create awareness in parents on the importance of the home environment on

study habits which can improve the children’s performance.

Therefore, the null hypothesis stating that there is no significant relationship

between study environment and study habits has been rejected.

Table 11. Correlation between study environment and perceived learning

STATISTICAL VALUE
VARIABLES P-VALUE DECISION INDICATION INTERPRETATION
ANALYSIS (!! )

Study
Moderate
Environment Kendall’s Reject
0.525 0.000 Positive Significant
- Perceived Tau-b !"
Correlation
learning
*Significant at 5% level of significance

From the table above, there is a positive relationship between study

environment and study perceived learning of Cavite State University-Main students in

distance learning education because the value for the correlation coefficient is positive.

Study environment has a 0.525 correlation with the perceived learning.

The value of this correlation coefficient (0.525) falls under the coefficient range

from ±0.41 to ±0.70. Therefore, there is a direct relationship between study

environment and perceived learning. As one variable increases, the other one would

also increase.
 46

With a value (HD ) of 0.525, it indicates that study environment and perceived

learning have a moderate positive relationship. In agreement with the study of Yasar

Ahmed, Mohamed H. Taha, Salma Alneel, and Abdelrahim M. Gaffar (2018), there is

a relationship between student's perceptions of their learning environment and their

academic performance. Students with higher academic achievements had more

positive perceptions regarding their education. Academic achievement was

significantly related to higher scores for the perception of teaching, perception of

atmosphere, and social self-perception. By looking at outcomes such as exam

performance, it may be possible to quantify this impact and then harness the

instrument as a curriculum development tool.

Therefore, the researchers had successfully rejected the null hypothesis: there

is no significant relationship between study environment and perceived learning.

Table 12. Correlation between Study Environment and Satisfaction

STATISTICAL VALUE
VARIABLES P-VALUE DECISION INDICATION INTERPRETATION
ANALYSIS (!! )

Study Moderate
Kendall’s Reject
Environment 0.512 0.000 Positive Significant
Tau-b !"
- Satisfaction Correlation
*Significant at 5% level of significance

From the table above, there is a positive relationship between study

environment and satisfaction of Cavite State University-Main students in distance

learning education because the value for the correlation coefficient is positive. The

study environment has a 0.512 correlation with the study habits.

The value of this correlation coefficient (0.512) falls under the coefficient range

from ±0.41 to ±0.70. Therefore, there is a direct relationship between study

environment and satisfaction. As one variable increases, the other one would also

increase.

A value (HD ) of 0.512, indicates that study environment and satisfaction have a

moderate positive relationship. The findings of Hilde Thygesen, Astrid Gramstad, Lene
 47

A. Åsli, Linda Stigen, Trine A. Magne, Tove Carstensen, and Tore Bonsaksen (2020)

showed that all learning environment scales relate intrinsically and positively to each

other. In addition, while adjusting for background and all learning environment

variables, higher scores on “good teaching,” “emphasis on independence” and “clear

goals and standards” were significantly related to higher overall education program

satisfaction.

Therefore, the researchers had successfully rejected the null hypothesis: there

is no significant relationship between study environment and satisfaction.

Table 13. Correlation between study habits and perceived learning

STATISTICAL VALUE
VARIABLES P-VALUE DECISION INDICATION INTERPRETATION
ANALYSIS (!! )

Study Habits Low

Kendall’s Reject
- Perceived 0.377 0.000 Positive Significant
Tau-b !"
learning Correlation
*Significant at 5% level of significance

From the table above, there is a positive relationship between study habits and

perceived learning of Cavite State University-Main students in distance learning

education because the value for the correlation coefficient is positive. Study

environment has a 0.377 correlation with the study habits.

The value of this correlation coefficient (0.377) falls under the coefficient range

from ±0.21 to ±0.40. Therefore, there is a direct relationship between study habits and

perceived learning. As one variable increases, the other one would also increase.

With a value (HD ) of 0.377, it indicates that study habits and perceived learning

have a low positive relationship. According to Ünal Çakıroğlu (2016), the results of the

study showed significant relationships between the students’ learning styles, study

habits, and performances in online learning, and have offered an insight into the mode

of delivery.

Therefore, the researchers had successfully rejected the null hypothesis: there

is no significant relationship between study habits and perceived learning.

 48

Table 14. Correlation between study habits and satisfaction

STATISTICAL VALUE
VARIABLES P-VALUE DECISION INDICATION INTERPRETATION
ANALYSIS (!! )

Low
Study Habits Kendall’s Reject
0.379 0.000 Positive Significant
- Satisfaction Tau-b !"
Correlation
*Significant at 5% level of significance

From the table above, there is a positive relationship between study habits and

satisfaction of Cavite State University-Main students in distance learning education

becase the value for the correlation coefficient is positive. Study environment has a

0.379 correlation with the study habits.

The value of this correlation coefficient (0.379) falls under the coefficient range

from ±0.21 to ±0.40. Therefore, there is a direct relationship between study habits and

satisfaction. As one variable increases, the other one would also increase.

With a value (HD ) of 0.379, it indicates that study habits and satisfaction have a

low positive relationship. In accordance with this, Chen and Jang, Kuh, Li et al.,

Linnenbrink-Garcia, and Pekrun (2019) discovered that students' study habits partially

mediate the effect of student emotional engagement on online learning satisfaction. As

per some researchers, students' study habits strengthen the online learning process.

Therefore, the researchers had successfully rejected the null hypothesis: there

is no significant relationship between study habits and satisfaction.

Table 15. Correlation between perceived learning and satisfaction

STATISTICAL VALUE
VARIABLES P-VALUE DECISION INDICATION INTERPRETATION
ANALYSIS (!! )

Perceived Moderate
Kendall’s Reject
Learning - 0.649 0.000 Positive Significant
Tau-b !"
Satisfaction Correlation
*Significant at 5% level of significance

From the table above, there is a positive relationship between perceived

learning and satisfaction of Cavite State University-Main students in distance learning

 49

education because the value for the correlation coefficient is positive. Study

environment has a 0.649 correlation with the study habits.

The value of this correlation coefficient (0.649) falls under the coefficient range

from ±0.41 to ±0.70. Therefore, there is a direct relationship between perceived

learning and satisfaction. As one variable increases, the other one would also increase.

With a value (HD ) of 0.649, it indicates that perceived learning and satisfaction

have a moderate positive relationship. According to Ikhsan et al., (2019), the positive

learning outcome also has an impact on student satisfaction. The higher the perceived

learning outcome in online learning, the higher satisfaction of students amid the

pandemic.

Therefore, the researchers had successfully rejected the null hypothesis: there

is no significant relationship between perceived and satisfaction.

Mediation Analysis

Table 16. Regression Analysis of Model 1: Study Environment → Study

Habits → Satisfaction
DEPENDENT INDEPENDENT
VARIABLES VARIABLES
R \M F 8 P-VALUE T

SH SE 0.5102 0.2603 132.691 0.2893 0.0000 11.5192

S SE 0.7411 0.5493 229.129 0.4544 0.0000

14.1275
SH 0.3757 0.0000 6.6239
**************** DIRECT AND INDIRECT EFFECTS OF X ON Y *****************

DIRECT EFFECT OF X ON Y
Effect se t p LLCI ULCI
.4544 .0322 14.1275 .0000 .3911 .5176

INDIRECT EFFECT OF X ON Y
Effect BootSE BootLLCI BootULCI
SH .1087 .0236 .0646 .1586
 50

The estimated 5000 bootstrap samples were calculated using Model 4 from

Hayes Process Macro, with the independent variable being the study environment, the

mediating variable being study habits and the dependent variable being satisfaction.

According to the regression results in Table 16, the study environment had a significant

positive effect on satisfaction (β = 0.4544, p < 0.001), as well as study habits (β =

0.2893, p < 0.001). Furthermore, study habits had a statistically significant positive

effect on satisfaction (β = 0.3757, p < 0.001).

The coefficient of determination (]# ) of the mediation model is 0.5493. These

also mean that study environment and study habits can explain 54.93% of the variation

in satisfaction. However, it is still leaves 45.07% unexplained in this model having other

additional variables that are important in explaining the satisfaction of Cavite State

University – Main Campus students in distance learning education that have not been

considered.

Figure 7. Mediating Effect of Study Habits on the Relationship between Study

Environment and Satisfaction

The results indicated that study habits partly mediate the relationship between

study environment and satisfaction (total indirect effect = 0.1087; with 95% CI: [0.0646,
 51

0.1586] indicating that the total indirect effect is 95% certain to be between 0.0646 and

0.1586; direct effect = 0.4544, with 95% CI: [0.3911, 0.5176] indicating that the total

direct effect is 95% certain to be between 0.3911 and 0.5176; see Figure 7). Therefore,

the hypothesis was supported claiming that study habits partially mediates the

relationship between study environment and satisfaction.

 52

Table 17. Regression Analysis of Model 2: Study Environment → Perceived Learning

→ Satisfaction
DEPENDENT INDEPENDENT
VARIABLES VARIABLES
R \M F 8 P-VALUE T

PL SE 0.6924 0.4795 347.2418 0.7449 0.0000 18.6344

S SE 0.8497 0.7219 488.0432 0.1992 0.0000 6.6147
PL 0.4884 0.0000 17.4498

**************** DIRECT AND INDIRECT EFFECTS OF X ON Y *****************

DIRECT EFFECT OF X ON Y
Effect se t p LLCI ULCI
.1992 .0301 6.6147 .0000 .1400 .2584

INDIRECT EFFECT OF X ON Y
Effect BootSE BootLLCI BootULCI
PL .3639 .0367 .2964 .4395

The estimated 5000 bootstrap samples were calculated using Model 4 from

Hayes Process Macro, with the independent variable being the study environment, the

mediating variable being perceived learning, and the dependent variable being

satisfaction. According to the regression results in Table 17, study environment had

significant positive effects on perceived learning (β = 0.7449, p < 0.001), and

satisfaction (β = 0.1992, p < 0.001). Moreover, perceived learning had significant

positive effects on satisfaction (β = 0.4884, p < 0.001).

The coefficient of determination (]# ) of the mediation model is 0.7219. These

also mean that study environment and study habits can explain 72.19% of the variation

in satisfaction. However, it is still leaves 27.81% unexplained in this model having other

additional variables that are important in explaining the satisfaction of Cavite State

University – Main Campus students in distance learning education that have not been

considered.
 53

Figure 8. Mediating Effect of Perceived Learning on the Relationship between Study

Environment and Satisfaction

The results indicated that perceived learning partly mediate the relationship

between study environment and satisfaction (total indirect effect = 0.3639; with 95%

CI: [0.2964, 0.4395] indicating that the total indirect effect is 95% certain to be between

0.2964 and 0.4395; direct effect = 0.1992, with 95% CI: [0.1400, 0.2584] indicating that

the direct effect is 95% certain to be between 0.1400 and 0.2584; see Figure 8).

Therefore, the hypothesis was supported claiming that perceived learning partially

mediates the relationship between study environment and satisfaction.

 54

Serial Mediation Analysis

Table 18. Regression Analysis of Model 3: Study Environment → Study Habits →

Perceived Learning → Satisfaction
DEPENDENT INDEPENDENT
VARIABLES VARIABLES
R "# F 8 P-VALUE T

SH SE 0.5102 0.2603 132.6911 0.2893 0.0000 11.5192

PL SE 0.723 0.5228 205.9381 0.6121 0.0000 13.7350
SH 0.4591 0.0000 5.8416
S SE 0 .8551 0.7312 340.0867 0.1737 0.0000 5.6998
SH 0.1652 0.0004 3.6064
PL 0.4585 0.0000 15.9325

**************** DIRECT AND INDIRECT EFFECTS OF X ON Y *****************

DIRECT EFFECT OF X ON Y
Effect se t p LLCI ULCI
.1737 .0305 5.6998 .0000 .1138 .2336

INDIRECT EFFECT OF X ON Y
Effect BootSE BootLLCI BootULCI
TOTAL .3894 .0343 .3232 .4572
Ind1 .0478 .0187 .0115 .0853
Ind2 .2807 .0290 .2257 .3408
Ind3 .0609 .0177 .0295 .0991

Indirect effect key:

Ind1 SE -> SH -> S
Ind2 SE -> PL -> S
Ind3 SE -> SH -> PL -> S

The estimated 5000 bootstrap samples were calculated using Model 6 from

Hayes Process Macro, with the independent variable being the study environment, the

mediating variables being study habits and perceived learning, and the dependent

variable being satisfaction. According to the regression results in Table 18, study

environment had significant positive effects on study habits (β = 0.2893, p < 0.001), on

perceived learning (β = 0.6121, p < 0.001), and satisfaction (β = 0.1737, p < 0.001). In

addition, study habits had significant positive effects on perceived learning (β = 0.4591,

p < 0.001), and satisfaction (β = 0.1652, p < 0.001). Lastly, perceived learning had

significant positive effects on satisfaction (β = 0.4585, p < 0.001).

 55

The coefficient of determination (]# ) of the mediation model is 0.7312. These

also mean that study environment and study habits can explain 73.12% of the variation

in satisfaction. However, it is still leaves 26.88% unexplained in this model having other

additional variables that are important in explaining the satisfaction of Cavite State

University – Main Campus students in distance learning education that have not been

considered in this study.

Figure 9. Mediating Effects of Study Habits and Perceived Learning on the

Relationship between Study Environment and Satisfaction

The results indicated that study habits and perceived learning partly mediate

the relationship between study environment and satisfaction (total indirect effect =

0.3894; with 95% CI: [0.3232, 0.4572] indicating that the total indirect effect is 95%

certain to be between 0.3232 and 0.4572; direct effect = 0.1737, 95% CI: [0.1138,

0.2336] indicating that the direct effect is 95% certain to be between 0.1138 and

0.2336; see Figure 9). Specifically, study habits can mediate the relationship between
 56

study environment and satisfaction (indirect effect=0.0478; with 95% CI:

[0.0115,0.0853] indicating that the indirect effect is 95% certain to be between 0.0115

and 0.0853); perceived learning can mediate the relationship between study

environment and satisfaction (indirect effect = 0.2807; with 95% CI: [0.2257, 0.3508])

indicating that the indirect effect is 95% certain to be between 0.2257 and 0.3508; and

the multiple mediation effects of study habits and perceived learning on the relationship

between study environment and satisfaction was significant (indirect effect = 0.0609;

with 95% CI: [0.0295, 0.0991] indicating that the indirect effect is 95% certain to be

between 0.0295 and 0.0991). Therefore, the hypothesis was supported claiming that

study habits and perceived learning partially mediate the relationship between study

environment and satisfaction with a total mediating effect of 0.5631.

 SUMMARY, CONCLUSION AND RECOMMENDATION

This section discussed the summary of findings based on the data analyzed in

the previous chapter, significant conclusions about the results and recommendation

that will be useful to the readers and future researchers.

SUMMARY

The study “A Structural Equation Modelling (SEM) Analysis on the Study

Environment, Study Habits, Perceived Learning and Satisfaction of CvSU-Main

Students in Distance Learning Education” aims to investigate the structural

relationships among study environment, study habits, perceived learning and

satisfaction of Cavite State University – Main Campus students in distance learning

education by testing a structural model.

The age distribution of respondents are 18 years old (5.80%), 19 years old

(11.61%), 20 years old (11.35%), 21 years old (28.50%), 22 years old (38.52%), 23

years old (2.64%), and 24 years old (1.58%), having an average age with 20.97, while

the percentage of the respondents in terms of sex are 65.96% for female and 34.04%

for male. WiFi Unlimited Data (71.24%) has the highest proportion in terms of the type

of internet connection, followed by WiFi Limited Data (14.78%), Mobile Data Prepaid

(13.46%), and Mobile Data Postpaid (0.53%).

The grand median of study environment of CvSU-Main students in distance

learning education is 4 indicating that respondents have slightly agreed to have a good

study environment while trying to adapt to the new mode of education. The statement

“There is a good place or a good spot for studying in my own home” is the item with

the highest median, while the statement “My responsibilities in my house do NOT affect

my time management in studying” is the item with the lowest median.

 58

The grand median of study habits of CvSU-Main students in distance learning

education is 3 indicating that respondents have sometimes good study habits in the

new mode of education. The statement “I try to get the meaning of new words as I see

them for the first time” is the item with the highest median, while the statement “I quiz

myself over material that could appear on future exams and quizzes.” is the item with

lowest median.

The grand median of perceived learning of CvSU-Main students in distance

learning education is 4 indicating that respondents slightly agreed that they learned

from distance learning education. The statement “The lessons provided major support

for my learning and comprehension” is the item with the highest median while the

statement “I am sure that I would still remember the lessons right after my classes

ended.” is the item with the lowest median.

The grand median of CvSU-Main students' satisfaction with distance learning

education is 3 indicating that respondents are neither satisfied nor dissatisfied with

how the new normal education works for them. The statement “How satisfied are you

with the amount of time that is dedicated to each course or subject?” is the item with

the highest median, while the statement “How would you rate the distance learning

education for preparing you adequately for the future?” is the item with the lowest

median.

Study environment has a low positive relationship with study habits (HD value

of 0.336) while study habits has a low positive relationship with perceived learning (HD

value of 0.377) and with satisfaction (HD value of 0.379). Meanwhile, the study

environment has a moderate positive relationship with perceived learning (HD value of

0.525) and with satisfaction (HD value of 0.512). In addition, the perceived learning and

satisfaction has the highest HD value with 0.649, having a moderate positive

relationship.
 59

With 5000 bootstrap samples, the study environment had a significant positive

effect on satisfaction (β = 0.4544, p < 0.001), as well as study habits (β = 0.2893, p <

0.001). Furthermore, study habits had a statistically significant positive effect on

satisfaction (β = 0.3757, p < 0.001). The results showed that study habits partially

mediated the relationship between study environment and satisfaction (total indirect

effect = 0.1087; 95% CI: [0.0646, 0.1586]; direct effect = 0.4544, 95% CI: [0.3911,

0.5176]).

With 5000 bootstrap samples, the study environment had significant positive

effects on perceived learning (β = 0.7449, p < 0.001), and satisfaction (β = 0.1992, p

< 0.001). Moreover, perceived learning had significant positive effects on satisfaction

(β = 0.4884, p < 0.001). The results showed that perceived learning partially mediated

the relationship between study environment and satisfaction (total indirect effect =

0.3639; 95% CI: [0.2964, 0.4395]; direct effect = 0.1992, 95% CI: [0.1400, 0.2584]).

Lastly, with 5000 bootstrap samples, study environment had significant positive

effects on study habits (β = 0.2893, p < 0.001), on perceived learning (β = 0.6121, p <

0.001), and satisfaction (β = 0.1737, p < 0.001). In addition, study habits had significant

positive effects on perceived learning (β = 0.4591, p < 0.001), and satisfaction (β =

0.1652, p < 0.001). Furthermore, perceived learning had significant positive effects on

satisfaction (β = 0.4585, p < 0.001). The results showed that study habits and

perceived learning partially mediated the relationship between study environment and

satisfaction (total indirect effect = 0.3894; 95% CI: [0.3232, 0.4572]; direct effect =

0.1737, 95% CI: [0.1138, 0.2336]). Specifically, study habits can mediate the

relationship between study environment and satisfaction (indirect effect=0.0478; 95%

CI: [0.0115,0.853]); perceived learning can mediate the relationship between study

environment and satisfaction (indirect effect = 0.2807; 95% CI: [0.2257, 0.3508]); and

the multiple mediation effects of study habits and perceived learning on the relationship
 60

between study environment and satisfaction was significant (indirect effect = 0.0609;

95% CI: [0.0295, 0.0991]).

CONCLUSION

With a HD value of 0.512, it indicates that the independent variable study

environment and the dependent variable satisfaction has a moderate positive

relationship. Thus, rejecting the null hypothesis: there is no significant relationship

between study environment and satisfaction.

With total indirect effect of 0.1087; 95% CI: [0.0646, 0.1586]; and direct effect

of 0.4544, 95% CI: [0.3911, 0.5176], the hypothesis was supported claiming that study

habits partially mediates the relationship between study environment and satisfaction.

With total indirect effect of 0.3639; 95% CI: [0.2964, 0.4395]; and direct effect

of 0.1992, 95% CI: [0.1400, 0.2584], the hypothesis was supported claiming that

perceived learning partially mediates the relationship between study environment and

satisfaction.

Lastly, with total indirect effect of 0.3894; 95% CI: [0.3232, 0.4572]; which

comes from indirect effect with study habits as mediator - 0.0478; 95% CI:

[0.0115,0.853], indirect effect with perceived learning as mediator - 0.2807; 95% CI:

[0.2257, 0.3508], and indirect effect of multiple mediation effects of study habits and

perceived learning - 0.0609; 95% CI: [0.0295, 0.0991] and direct effect of 0.1737, 95%

CI: [0.1138, 0.2336]. Therefore, the hypothesis was supported claiming that study

habits and perceived learning partially mediate the relationship between study

environment and satisfaction with a total mediating effect of 0.5631.

RECOMMENDATIONS

In view of the summary of findings and conclusion, the following are hereby

recommended:
 61

1. Make the type of internet connection a moderating variable for future

research.

2. Use learning outcomes or grades instead of the variable perceived

learning in the study.

3. Educational institutions should devise effective strategies for distance

learning education in order to ensure that students learn and are satisfied with it.

4. Teachers should provide more interactive ways to discuss lessons so

that students have better attention during class.

5. Students should make more efforts in terms of their study environment

and study habits for their learning outcomes and academic improvement given the

current situation.

6. Compare online and face-to-face classes to find better strategies and

improve the teaching quality.

7. It is recommend to have in-depth discussions about distance learning

education.

8. Future research should look into not only the variables used in this study

but also private schools in order to make a meaningful comparison between public and

private institutions.

9. Replicate the study, but this time include a larger sample and do not

limit the study to one university. By expanding the breadth of the research, the results

will be more applicable to various types of colleges and universities.

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APPENDICES
Appendix 1. Research Instrument
 71

Title: A Structural Equation Modelling (SEM) Analysis of the Study Environment, Study

Habits, Perceived Learning and Satisfaction of CvSU-Main Students in Distance

Learning Education

Greetings! We are 4th year students of Cavite State University Main Campus, taking

up Bachelor of Science in Applied Mathematics. We sincerely ask for some of your

time to answer our self-administered survey questionnaire for our thesis study. Your

responses will be used as our data for our study. All responses are recorded

anonymously so feel free to provide honest answers and feedback. Your participation

is greatly appreciated, as well as your patience in taking the time to answer our survey

questionnaire. Thank you very much and God bless.

Name (optional): Age: Gender:

Course: Year & Section:

SECTION A

Instruction: Based on the given questions below, on a 6-point Likert scale of

agreement, where “6” is “strongly agree” and “1” is “strongly disagree,” please check

the corresponding column to indicate the extent of your preference regarding the

following considerations:

SCORE INTERPRETATION
6 strongly agree
5 Agree
4 slightly agree
3 slightly disagree
2 Disagree
1 strongly disagree
 72

STUDY ENVIRONMENT
1 2 3 4 5 6
I feel engaged in the learning activities even though it is a
distance learning setting.
My responsibilities in my house do NOT affect my time
management in studying.
My house is an effective environment for my learning
comprehension.
I can listen well with the discussions of instructors in
synchronous classes.
I can learn efficiently in this study setting.
It makes me focus well with my studies whenever I am in
my room to study.
There is a good place or a good spot for studying in my
own home.
My study setting helps me to review my lessons well.
I feel demotivated because my home learning
environment is NOT an effective place for me to study.

SECTION B

Instruction: Based on the given questions below, on a 4-point Likert scale of frequency,

where “4” is “often and “1” is “never,” please check the corresponding column to

indicate the extent of your preference regarding the following considerations:

SCORE INTERPRETATION
4 Often
3 Sometimes
2 Seldom
1 Never

STUDY HABITS
1 2 3 4
I ignore distractions around me when I study.
I plan my work in advance so that I can turn in my
assignments on time.
I take notes in class/download the notes and review them
anytime I want.
I test myself when I study the materials and lessons that
needed to be remembered.
I take time to review the chapter soon after I read it.
I rewrite or type up my notes.
 73

I try to organize main ideas and details into a meaningful

method.
I try to get the meaning of new words as I see them for the
first time.
I study for a length of time then take a short break before
returning to studying.
I set study goals, such as the number of problems I will do or
pages I will read.
I quiz myself over material that could appear on future exams
and quizzes.
I have enough time for school and personal hobbies.
I focus well on what the teacher is saying.
I prepare for classes beforehand and review what I have
learned.
I proactively study without being told.

SECTION C

Instruction: Based on the given questions below, on a 6-point Likert scale of

agreement, where “6” is “strongly agree” and “1” is “strongly disagree,” please check

the corresponding column to indicate the extent of your preference regarding the

following considerations:

SCORE INTERPRETATION
6 strongly agree
5 Agree
4 slightly agree
3 slightly disagree
2 Disagree
1 strongly disagree

PERCEIVED LEARNING
1 2 3 4 5 6
The new normal curriculum of education has contributed
to my academic development.
I learned more in the course than what I have
anticipated.
The distance learning activities promoted the
achievement of my learning outcomes.
I am confident that I have learned from my synchronous
classes.
The group activities from this distance learning education
helped with my comprehension.
 74

Online discussions increased my learning capabilities

I have gained information through this online platform.
I am sure that I would still remember the lessons right
after my classes ended.
I had a complete understanding of what was going on
with my lessons.
There was a clear explanation in the lessons from my
professors during my online classes.
The lessons provided major support for my learning and
comprehension.

SECTION D

Instruction: Based on the given questions below, on a 5-point Likert scale of

satisfaction, where “5” is “highly satisfied” and “1” is “highly dissatisfied,” please check

the corresponding column to indicate the extent of your preference regarding the

following considerations:

SCORE INTERPRETATION
5 highly satisfied
4 Satisfied
3 neither satisfied nor dissatisfied
2 Dissatisfied
1 highly dissatisfied

SATISFACTION
1 2 3 4 5
How satisfied are you with the amount of time that is dedicated
to each course or subject?
How satisfied are you with the amount of time that you have
spent on your online classes?
How satisfied are you with your decision to partake in this
online learning education?
How satisfied are you with what you have experienced in
distance learning education?
How satisfied are you with the quality of education in this
distance learning education?
How satisfied are you with your performance during online
class?
 75

How satisfied are you with how this new normal education
system served your educational needs?
How satisfied are you with how this distance learning
education worked out for you?
How satisfied are you with the amount of information you have
received?
How would you rate the applicability of your learning method in
this online learning?
How would you rate the support of educational institutions
towards the students in this new educational system?
How would you rate the distance learning education for
preparing you adequately for the future?

INITIAL SURVEY QUESTIONNAIRE OF STUDY ENVIRONMENT

Q1 My study environment affects my ability to learn.

Q2 I feel engaged in the learning activities even though it’s a distance learning setting.
Q3 My responsibilities in my house do not affect my time management in studying.
Q4 My house is a safe and effective environment in my learning comprehension.
Q5 I can listen well with the discussions of instructors in synchronous classes.
Q6 I can learn efficiently in this study setting.
I don’t feel lazy and unproductive in my study setup with this distance learning
Q7 education.
I am comfortable with my study environment that I have made for my online
Q8 classes/sessions.
I cannot participate well in my classes because my home learning environment
Q9 hinders my ability to learn.
Q10 I don’t feel like studying in my house.
Q11 My personal responsibilities in my home hinders my academic performance.
Q12 My home learning environment tempts to me to get sleepy and unproductive.
My home learning environment helps me to be more organized and studious since
Q13 I feel comfortable.
Q14 It makes me focus well with my studies whenever I’m in my room to study.
Internal noises such as stress due to family problems, COVID-19, etc. affect my
Q15 ability to learn.
Q16 My house as my study space makes me lazier to do my school activities.
Q17 My house is not a good place for me to understand my lessons well.
It is easy for me to study and do my assignments and activities at my personal
Q18 study space/study room.
External noises such as vehicle noises, children’s noises, etc. that surrounds my
Q19 study setting affects me to listen well with the discussions of my professors.
I find it comfortable at my study space whenever I do assignments and school
Q20 works.
Q21 There is a good place or a good spot for studying in my own home.
I believe that I have the needed resources (internet, gadgets, etc.) in my house
Q22 that would help me with my studies.
Q23 My home is a suitable place for me to comprehend or understand the lessons.
Q24 My study setting helps me to review my lessons well.
 76

I feel demotivated because my home learning environment is not an effective

Q25 place for me to study.
Q26 I am having a hard time doing group activities in my study setting at home.
Q27 The tasks in my house distracts me from studying.
I don’t feel like studying in my house because I have no face-to-face interaction
Q28 with my classmates, professors, etc.
Q29 I feel that background noises hinder my listening capability in my online classes.
Q30 I believe that studying at home is good.

INITIAL SURVEY QUESTIONNAIRE OF STUDY HABITS

Q1 I dedicate a specific time of day or night to work on my studies.

Q2 I ignore distractions around me when I study.
I keep record of what my assignments and activities are and when they are due.
Q3
Q4 I remember little of what I study.
Q5 I plan my work in advance so that I can turn in my assignments on time.
Q6 I take notes in class/download the notes and review them anytime I want.
I test myself when I study the materials and lessons that needed to be
Q7 remembered.
Q8 I get sleepy when I study.
Q9 I take time to review the chapter soon after I read it.
Q10 I rewrite or type up my notes.
Q11 I try to organize main ideas and details into a meaningful method.
Q12 I try to get the meaning of new words as I see them for the first time.
Q13 I study for a length of time then take a short break before returning to studying.
Q14 I have a hard time getting interested in some of my courses.
Q15 I have all my supplies handy when I study, such as pens, paper, calculator, etc.
Q16 I set study goals, such as the number of problems I will do or pages I will read.
I try to study during my personal peak time of energy to increase my concentration
Q17 level.
Q18 I quiz myself over material that could appear on future exams and quizzes.
My personal hobbies (watching from Netflix and Youtube, playing mobile games,
Q19 etc.) interrupts my time to study.
Q20 I say difficult concepts out loud in order to understand them better.
I anticipate what possible questions may be asked on my tests and make sure I
Q21 know the answers.
Q22 I have enough time for school and personal hobbies.
Q23 Social media distracts me from studying.
Q24 I space out during class.
Q25 I am outspoken during synchronous classes.
Q26 I focus well on what the teacher is saying.
Q27 I prepare for classes beforehand and review what I’ve learned.
Q28 I proactively study without being told.
Q29 I waste time because I am not organized.
Q30 I change my notes into my own words, for better understanding.
 77

INITIAL SURVEY QUESTIONNAIRE OF PERCEIVED LEARNING

The learning tasks enhanced my understanding regarding the content of the

Q1 course/program.
The new normal curriculum of education has contributed to my academic
Q2 development.
Q3 I learned skills that will help me in the future.
I believe that the teachers elaborated and discussed the lessons well enough for
Q4 me to gain knowledge.
Q5 I learned more in the course than what I have anticipated.
The distance learning activities promoted the achievement of my learning
Q6 outcomes.
Q7 The discussions from my online classes were not explained well.
Q8 I am confident that I have learned from my synchronous classes.
Q9 The lessons from my online classes do not retain in my mind.
Q10 The activities helped me in gaining new knowledge.
Q11 My professors effectively transferred wisdom and knowledge to the students.
Q12 I am unsure if I have learned enough from my online classes.
Q13 I understand the lessons well more than what I have anticipated.
Q14 I don’t feel like I am learning in my online classes.
Q15 I believe that the lessons were discussed thoroughly.
Q16 I learned a lot from my synchronous and asynchronous classes.
The group activities from this distance learning education help with my
Q17 comprehension and personal improvement.
Q18 Online discussions increase my learning capabilities
Q19 I have gained information through this online platform.
Q20 Online learning does not help me understand my lessons.
Q21 I understand the lessons very well.
Q22 I forgot the lessons days or weeks after my synchronous classes.
Q23 The discussions from my online classes were clear and concise.
Q24 The information given by the professors has left a mark to the students.
Q25 I am sure that I will still remember the lessons right after my classes ended.
I am certain that the knowledge that I’ve acquired in distance learning education
Q26 was helpful.
Q27 I have a complete understanding of what is going on with my lessons.
Q28 Online discussions have provided me useful information.
There is a clear explanation in the lessons from my professors during my online
Q29 classes.
Q30 The lessons provide major support for my learning and comprehension.

INITIAL SURVEY QUESTIONNAIRE OF SATISFACTION

Q1 If I had the opportunity to take another school year via online, I would gladly do so.
Q2 I am satisfied with the amount of time that I’ve spent on online classes.
Q3 I feel that this new normal system of education served my educational needs well.
Q4 Online learning is fun.
 78

Q5 I don't think that the online learning education is for me.

Q6 I believe that this distance learning education is suitable in my learning method.
Q7 The teachers made it possible to teach the established syllabus.
From what I’ve experienced, the distance learning education is not an effective
Q8 mode of education.
My choice to continue studying via this distance learning in the new normal system
Q9 was a wise decision.
Q10 I was disappointed with the way this distance learning education worked out.
I am satisfied with the number of activities and assignments required for this new
Q11 method of education.
Q12 I am satisfied with my decision to partake to this distance learning education.
Q13 Online learning makes me feel anxious.
Q14 Distance learning education is worth my time.
Q15 I am pleased with what I’ve learned from my online classes.
Q16 I like this approach of learning in this mode of education.
Q17 If I had it to do over, I would not take my courses via online.
Q18 I am contented with what I have experienced in online learning.
Q19 I will take as many courses through online class as I can.
Q20 I am disappointed with what I have gone through with my online classes.
Q21 The activities and discussions in my online classes are engaging.
Q22 The approach of this new educational system upsets me.
Q23 Online classes are such a waste of time.
Q24 I am happy to be a part of the distance learning education.
Q25 The virtual interaction with my classmates and professors is a nice experience.
Q26 I will recommend online learning to my peers and relatives.
Q27 I will not involve myself anymore in this kind of educational system.
Q28 I am excited to be a part of another distance learning education.
Q29 I am overwhelmed with what I’ve learned in my online classes.
Q30 Overall, I am satisfied with this distance learning education.

MODIFIED SURVEY QUESTIONNAIRE OF SATISFACTION

How Satisfied are you:

Q1 How satisfied are you with distance learning education?
Q2 With the learning that you've gained this semester?
Q3 With the amount of time that is dedicated to each course or subject?
Q4 With the amount of time that you've spent on your online classes?
With the number of activities and assignments required for this new method of
Q5 education?
Q6 With your decision to partake in this online learning education?
Q7 With what you've experienced in distance learning education?
Q8 With the quality of education in this distance learning education?
Q9 With the knowledge that is being passed into you of your teachers?
Q10 With how the professors deliver the topics?
Q11 With your performance during online class?
 79

Q12 With how this new normal education system served your educational needs?
Q13 With how this distance learning education worked out for you?
Q14 With the quality of your school works?
Q15 With the amount of information you've received?
Q16 With the responsiveness of your professors?
Q17 With how prepared the university is for the new normal approach?
Q18 With the quality of the information provided by your professors?
Q19 With the competence conveyed by your professors during online lectures?
Q20 With the actions done by the university for the distance learning education?

How would you rate:

The engagement between you and your professors during discussions in your
Q1 online class?
Q2 Your experience during virtual interaction with your classmates and professors?
Q3 Online learning in terms of being fun?
Q4 Your instructors in terms of understanding your learning needs?
The distance learning education in molding you into a globally competitive
Q5 individual?
Q6 The applicability of your learning method in this online learning?
The support of educational institutions towards the students in this new educational
Q7 system?
Q8 The professionalism of your instructors during your online classes?
Q9 The ethical considerations of your school throughout the semester?
Q10 The distance learning education for preparing you adequately for the future?
 80

CERTIFICATE OF VALIDATION

Republic of the Philippines

CAVITE STATE UNIVERSITY
(CvSU)
Don Severino De Las Alas Campus
Indang, Cavite

This is to certify that BEA JOY P. MARQUEZ validated the study entitled A

STRUCTURAL EQUATION MODELLING (SEM) ANALYSIS ON THE STUDY

ENVIRONMENT, STUDY HABITS, PERCEIVED LEARNING AND SATISFACTION

OF CVSU-MAIN STUDENTS IN DISTANCE LEARNING EDUCATION. Leaving the

comments:

Please see actual comments and suggestions highlighted in the questionnaire.

Generally, the questionnaire can gauge what the study intends to measure. Error in

grammar and punctuation is very minimal.

Signature:

BEA JOY P. MARQUEZ

PA II DEPARTMENT OF SCIENCE AND TECHNOLOGY-ITDI

Validator
 81

Republic of the Philippines

CAVITE STATE UNIVERSITY
(CvSU)
Don Severino De Las Alas Campus
Indang, Cavite

This is to certify that MA. CORAZON V. HERRERA validated the study entitled

A STRUCTURAL EQUATION MODELLING (SEM) ANALYSIS ON THE STUDY

ENVIRONMENT, STUDY HABITS, PERCEIVED LEARNING AND SATISFACTION

OF CVSU-MAIN STUDENTS IN DISTANCE LEARNING EDUCATION. Leaving the

comments:

The word NOT must be capitalized for negative statements.

Signature:

MA. CORAZON V. HERRERA

Validator
 82

Republic of the Philippines

CAVITE STATE UNIVERSITY
(CvSU)
Don Severino De Las Alas Campus
Indang, Cavite

This is to certify that EVANGELINA B. MORA validated the study entitled A

STRUCTURAL EQUATION MODELLING (SEM) ANALYSIS ON THE STUDY

ENVIRONMENT, STUDY HABITS, PERCEIVED LEARNING AND SATISFACTION

OF CVSU-MAIN STUDENTS IN DISTANCE LEARNING EDUCATION. Leaving the

comments:

An initial validation was done. Generally, the questions captured your topic

under investigation. Grammar was also checked for some questions.

Signature:

EVANGELINA B. MORA

Validator
 83

Republic of the Philippines

CAVITE STATE UNIVERSITY
(CvSU)
Don Severino De Las Alas Campus
Indang, Cavite

This is to certify that JOETHER A. FRANCISCO validated the study entitled A

STRUCTURAL EQUATION MODELLING (SEM) ANALYSIS ON THE STUDY

ENVIRONMENT, STUDY HABITS, PERCEIVED LEARNING AND SATISFACTION

OF CVSU-MAIN STUDENTS IN DISTANCE LEARNING EDUCATION. Leaving the

comments:

I have made some editing directly to the questionnaire. However, I also

turned the original font color of the texts into blue as point of reference for my

comment/suggestion.

Some indicators/statements are not consistently written in terms of verb

tense.

My suggestion is, if you used present tense, use it entirely.

I have also marked some items that need to be revised or removed

because these do not reflect the parameter being measured.

Signature:

JOETHER A. FRANCISCO

Validator
 84

Republic of the Philippines

CAVITE STATE UNIVERSITY
(CvSU)
Don Severino De Las Alas Campus
Indang, Cavite

This is to certify that RICHARD C. DE OCAMPO validated the study entitled A

STRUCTURAL EQUATION MODELLING (SEM) ANALYSIS ON THE STUDY

ENVIRONMENT, STUDY HABITS, PERCEIVED LEARNING AND SATISFACTION

OF CVSU-MAIN STUDENTS IN DISTANCE LEARNING EDUCATION. Leaving the

comments:

Examine the highlighted words and, if possible, change them.

Signature:

RICHARD C. DE OCAMPO

Validator
 85

EDITED SURVEY QUESTIONNAIRE OF STUDY ENVIRONMENT

Q1 My study environment affects my ability to learn.

I feel engaged in the learning activities even though it is a distance learning
Q2 setting.
Q3 My responsibilities in my house do NOT affect my time management in studying.
Q4 My house is an effective environment for my learning comprehension.
Q5 I can listen well with the discussions of instructors in synchronous classes.
Q6 I can learn efficiently in this study setting.
I do NOT feel unproductive in my study setup with this distance learning
Q7 education.
I am comfortable with my study environment that I have made for my online
Q8 classes/sessions.
I cannot participate well in my classes because my home learning environment
Q9 hinders my ability to learn.
Q10 I do NOT feel like studying in my house.
Q11 My personal responsibilities in my home hinder my academic performance.
Q12 My home learning environment tempts me to get sleepy.
My home learning environment helps me to be more studious since I feel
Q13 comfortable.
Q14 It makes me focus well with my studies whenever I am in my room to study.
Internal noises such as stress due to family problems, COVID-19, etc. affect my
Q15 ability to learn.
Q16 My study space makes me lazier to do my school activities.
Q17 My house is NOT a good place for me to understand my lessons well.
It is easy for me to study and do my assignments and activities at my personal
Q18 study space/study room.
External noises coming from vehicle, children, and the like that surround my
Q19 study setting affect me to listen well with the discussions of my professors.
I find it comfortable at my study space whenever I do assignments and school
Q20 works.
Q21 There is a good place or a good spot for studying in my own home.
I believe that I have the needed resources (internet, gadgets, etc.) in my house
Q22 that would help me with my studies.
Q23 My home is a suitable place for me to comprehend or understand the lessons.
Q24 My study setting helps me to review my lessons well.
I feel demotivated because my home learning environment is NOT an effective
Q25 place for me to study.
Q26 I am having a hard time doing group activities in my study setting at home.
Q27 The tasks in my house distracts me from studying.
I do NOT feel like studying in my house because I have no face-to-face
Q28 interaction with my classmates, professors, etc.
Q29 I feel that background noises hinder my listening capability in my online classes.
Q30 I believe that studying at home is good.

EDITED SURVEY QUESTIONNAIRE OF STUDY HABITS

Q1 I dedicate a specific time of day or night to work on my studies.

 86

Q2 I ignore distractions around me when I study.

Q3 I keep record of what my assignments and activities are and when they are due.
Q4 I remember little of what I study.
Q5 I plan my work in advance so that I can turn in my assignments on time.
Q6 I take notes in class/download the notes and review them anytime I want.
I test myself when I study the materials and lessons that needed to be
Q7 remembered.
Q8 I get sleepy when I study.
Q9 I take time to review the chapter soon after I read it.
Q10 I rewrite or type up my notes.
Q11 I try to organize main ideas and details into a meaningful method.
Q12 I try to get the meaning of new words as I see them for the first time.
Q13 I study for a length of time then take a short break before returning to studying.
Q14 I have a hard time getting interested in some of my courses.
Q15 I have all my supplies handy when I study, such as pens, paper, calculator, etc.
Q16 I set study goals, such as the number of problems I will do or pages I will read.
I try to study during my personal peak time of energy to increase my concentration
Q17 level.
Q18 I quiz myself over material that could appear on future exams and quizzes.
My personal hobbies (watching from Netflix and YouTube, playing mobile games,
Q19 etc.) interrupt my time to study.
Q20 I say difficult concepts out loud in order to understand them better.
I anticipate what possible questions may be asked on my tests and make sure I
Q21 know the answers.
Q22 I have enough time for school and personal hobbies.
Q23 Social media distracts me from studying.
Q24 I space out during class.
Q25 I am outspoken during synchronous classes.
Q26 I focus well on what the teacher is saying.
Q27 I prepare for classes beforehand and review what I have learned.
Q28 I proactively study without being told.
Q29 I waste time because I am NOT organized.
Q30 I change my notes into my own words, for better understanding.

EDITED SURVEY QUESTIONNAIRE OF PERCEIVED LEARNING

The learning tasks enhanced my understanding regarding the content of the

Q1 course/program.
The new normal curriculum of education has contributed to my academic
Q2 development.
Q3 I learned skills that would help me in the future.
I believe that the teachers elaborated and discussed the lessons well enough
Q4 for me to gain knowledge.
Q5 I learned more in the course than what I have anticipated.
The distance learning activities promoted the achievement of my learning
Q6 outcomes.
Q7 The discussions from my online classes were NOT explained well.
Q8 I am confident that I have learned from my synchronous classes.
Q9 The lessons from my online classes were NOT retained in my mind.
 87

Q10 The activities helped me in gaining new knowledge.

Q11 My professors effectively transferred knowledge to the students.
Q12 I am unsure if I have learned enough from my online classes.
Q13 I understood the lessons well more than what I have anticipated.
Q14 I felt like I was NOT learning from my online classes.
Q15 I believe that the lessons were discussed thoroughly.
Q16 I learned a lot from my asynchronous classes.
The group activities from this distance learning education helped with my
Q17 comprehension.
Q18 Online discussions increased my learning capabilities
Q19 I have gained information through this online platform.
Q20 Online learning did NOT help me understand my lessons.
Q21 I understood the lessons very well.
Q22 I forgot the lessons days or weeks after my synchronous classes.
Q23 The discussions from my online classes were clear and concise.
Q24 The information given by the professors has left a mark on the students.
Q25 I am sure that I would still remember the lessons right after my classes ended.
I am certain that the knowledge that I have acquired in distance learning
Q26 education was helpful.
Q27 I had a complete understanding of what was going on with my lessons.
Q28 Online discussions have provided me useful information.
There was a clear explanation in the lessons from my professors during my
Q29 online classes.
Q30 The lessons provided major support for my learning and comprehension.

EDITED SURVEY QUESTIONNAIRE OF SATISFACTION

Q1 How satisfied are you with distance learning education?

Q2 How satisfied are you with the learning that you have gained this semester?
How satisfied are you with the amount of time that is dedicated to each course or
Q3 subject?
How satisfied are you with the amount of time that you have spent on your online
Q4 classes?
How satisfied are you with the number of activities and assignments required for
Q5 this new method of education?
How satisfied are you with your decision to partake in this online learning
Q6 education?
How satisfied are you with what you have experienced in distance learning
Q7 education?
How satisfied are you with the quality of education in this distance learning
Q8 education?
How satisfied are you with the knowledge that is being passed on to you of your
Q9 teachers?
Q10 How satisfied are you with how the professors deliver the topics?
Q11 How satisfied are you with your performance during online class?
How satisfied are you with how this new normal education system served your
Q12 educational needs?
How satisfied are you with how this distance learning education worked out for
Q13 you?
 88

Q14 How satisfied are you with the quality of your school works?
Q15 How satisfied are you with the amount of information you have received?
Q16 How satisfied are you with the responsiveness of your professors?
How satisfied are you with how prepared the university is for the new normal
Q17 approach?
How satisfied are you with the quality of the information provided by your
Q18 professors?
How satisfied are you with the competence conveyed by your professors during
Q19 online lectures?
How satisfied are you with the actions done by the university for the distance
Q20 learning education?
How would you rate the engagement between you and your professors during
Q21 discussions in your online class?
How would you rate your experience during virtual interaction with your
Q22 classmates and professors?
Q23 How would you rate online learning in terms of being fun?
How would you rate your instructors in terms of understanding your learning
Q24 needs?
How would you rate the distance learning education in molding you into a globally
Q25 competitive individual?
How would you rate the applicability of your learning method in this online
Q26 learning?
How would you rate the support of educational institutions towards the students in
Q27 this new educational system?
How would you rate the professionalism of your instructors during your online
Q28 classes?
How would you rate the ethical considerations of your school throughout the
Q29 semester?
How would you rate the distance learning education for preparing you adequately
Q30 for the future?

FINAL SURVEY QUESTIONNAIRE

Final Survey Questionnaire of Study Environment

Q1 I feel engaged in the learning activities even though it is a distance learning setting.
Q2 My responsibilities in my house do NOT affect my time management in studying.
Q3 My house is an effective environment for my learning comprehension.
Q4 I can listen well with the discussions of instructors in synchronous classes.
Q5 I can learn efficiently in this study setting.
Q6 It makes me focus well with my studies whenever I am in my room to study.
Q7 There is a good place or a good spot for studying in my own home.
Q8 My study setting helps me to review my lessons well.
I feel demotivated because my home learning environment is NOT an effective
Q9
place for me to study.
 89

Final Survey Questionnaire of Study Habits

Q1 I ignore distractions around me when I study.

Q2 I plan my work in advance so that I can turn in my assignments on time.
Q3 I take notes in class/download the notes and review them anytime I want.
I test myself when I study the materials and lessons that needed to be
Q4
remembered.
Q5 I take time to review the chapter soon after I read it.
Q6 I rewrite or type up my notes.
Q7 I try to organize main ideas and details into a meaningful method.
Q8 I try to get the meaning of new words as I see them for the first time.
Q9 I study for a length of time then take a short break before returning to studying.
Q10 I set study goals, such as the number of problems I will do or pages I will read.
Q11 I quiz myself over material that could appear on future exams and quizzes.
Q12 I have enough time for school and personal hobbies.
Q13 I focus well on what the teacher is saying.
Q14 I prepare for classes beforehand and review what I have learned.
Q15 I proactively study without being told.

Final Survey Questionnaire of Perceived Learning

The new normal curriculum of education has contributed to my academic

Q1
development.
Q2 I learned more in the course than what I have anticipated.
The distance learning activities promoted the achievement of my learning
Q3
outcomes.
Q4 I am confident that I have learned from my synchronous classes.
The group activities from this distance learning education helped with my
Q5
comprehension.
Q6 Online discussions increased my learning capabilities
Q7 I have gained information through this online platform.
Q8 I am sure that I would still remember the lessons right after my classes ended.
Q9 I had a complete understanding of what was going on with my lessons.
There was a clear explanation in the lessons from my professors during my online
Q10
classes.
Q11 The lessons provided major support for my learning and comprehension.
 90

Final Survey Questionnaire of Satisfaction

How satisfied are you with the amount of time that is dedicated to each course or
Q1
subject?
How satisfied are you with the amount of time that you have spent on your online
Q2
classes?
How satisfied are you with your decision to partake in this online learning
Q3
education?
How satisfied are you with what you have experienced in distance learning
Q4
education?
How satisfied are you with the quality of education in this distance learning
Q5
education?
Q6 How satisfied are you with your performance during online class?
How satisfied are you with how this new normal education system served your
Q7
educational needs?
How satisfied are you with how this distance learning education worked out for
Q8
you?
Q9 How satisfied are you with the amount of information you have received?
How would you rate the applicability of your learning method in this online
Q10
learning?
How would you rate the support of educational institutions towards the students in
Q11
this new educational system?
How would you rate the distance learning education for preparing you adequately
Q12
for the future?
Appendix 2. Data Sheets
 92

RANDOMIZATION OF CAVITE STATE UNIVERSITY-MAIN CAMPUS STUDENTS

PER COLLEGES USING R-STUDIO

 93

CRONBACH’S ALPHA RELIABILITY

Table of Internal Consistency (Coefficient Alpha) of Study Environment

Reliability Statistics
Cronbach's N of
Alpha Items
.820 30

Item-Total Statistics
Scale Corrected Cronbach's
Scale Mean if Variance if Item-Total Alpha if Item
Item Deleted Item Deleted Correlation Deleted
SE1 96.39 260.425 .174 .821
SE2 94.70 251.306 .433 .812
SE3 95.55 247.561 .434 .811
SE4 95.04 240.617 .584 .805
SE5 94.96 250.035 .415 .812
SE6 95.14 245.761 .518 .808
SE7 95.21 261.262 .151 .822
SE8 94.98 278.418 -.241 .834
SE9 95.11 263.188 .114 .823
SE10 95.52 254.072 .310 .816
SE11 95.11 250.352 .337 .811
SE12 96.14 256.270 .257 .818
SE13 95.14 253.034 .352 .814
 94

SE14 94.75 240.627 .558 .806

SE15 96.05 256.561 .258 .818
SE16 95.50 258.545 .186 .821
SE17 95.05 242.233 .382 .805
SE18 94.32 253.895 .314 .816
SE19 96.13 257.420 .236 .819
SE20 94.29 252.462 .340 .815
SE21 94.36 244.961 .506 .808
SE22 93.80 270.670 -.061 .829
SE23 94.64 256.125 .302 .816
SE24 94.66 248.446 .480 .810
SE25 95.23 245.527 .508 .808
SE26 95.48 251.963 .332 .815
SE27 95.48 252.363 .376 .814
SE28 95.77 252.800 .395 .814
SE29 95.98 253.654 .346 .815
SE30 94.96 259.162 .244 .818

The construct of the study environment was measured with 30 items and had

a coefficient alpha of 0.820, which was greater than 0.7, indicating a high level of

reliability. According to Pope (2009), the item-total correlation should be larger than

0.4 to have extremely good discrimination, which refers to how well a question

distinguishes between participants who know the topic and those who do not. The

corresponding items above 0.4 are SE2, SE3, SE4, SE5, SE6, SE11, SE14, SE21,

SE24, and SE25.

Table of Internal Consistency (Coefficient Alpha) of Study Habits

Reliability Statistics
Cronbach's N of
Alpha Items
.849 30
 95

Item-Total Statistics
Scale Corrected Cronbach's
Scale Mean if Variance if Item-Total Alpha if Item
Item Deleted Item Deleted Correlation Deleted
SH1 75.91 141.065 .332 .846
SH2 76.34 140.192 .424 .844
SH3 75.73 141.109 .291 .847
SH4 76.73 150.054 -.109 .857
SH5 75.89 138.570 .430 .843
SH6 76.39 136.461 .502 .841
SH7 76.36 135.725 .552 .839
SH8 77.14 146.743 .050 .853
SH9 76.20 134.161 .550 .839
SH10 76.30 133.197 .566 .838
SH11 76.12 131.930 .628 .836
SH12 75.89 138.679 .415 .844
SH13 76.20 134.888 .529 .840
SH14 76.84 144.356 .153 .851
SH15 75.71 141.990 .264 .848
SH16 76.32 136.149 .523 .840
SH17 75.93 139.922 .363 .845
SH18 76.54 135.999 .488 .841
SH19 77.14 144.270 .166 .850
SH20 76.18 139.131 .340 .846
SH21 76.04 139.635 .349 .845
SH22 76.14 138.125 .446 .843
SH23 77.16 145.046 .132 .851
SH24 77.09 148.737 -.048 .856
SH25 76.46 140.217 .326 .846
SH26 76.34 133.065 .569 .838
SH27 76.41 136.756 .554 .840
SH28 76.39 137.588 .460 .842
SH29 76.46 140.835 .291 .847
SH30 76.11 139.734 .376 .845

The construct of the study habits was measured with 30 items and had a

coefficient alpha of 0.849, which was greater than 0.7, indicating a high level of

reliability. According to Pope (2009), the item-total correlation should be larger than

0.4 to have extremely good discrimination, which refers to how well a question

distinguishes between participants who know the topic and those who do not. The

corresponding items above 0.4 are SH2, SH5, SH6, SH7, SH9, SH10, SH11, SH12,

SH13, SH16, SH18, SH22, SH26, SH27, and SH28.

 96

Table of Internal Consistency (Coefficient Alpha) of Perceived Learning

Reliability Statistics
Cronbach's N of
Alpha Items
.851 30

Item-Total Statistics
Scale Corrected Cronbach's
Scale Mean if Variance if Item-Total Alpha if Item
Item Deleted Item Deleted Correlation Deleted
PL1 103.95 271.506 .313 .848
PL2 104.48 262.727 .454 .844
PL3 104.13 263.639 .385 .845
PL4 104.38 265.730 .391 .846
PL5 104.55 254.833 .545 .840
PL6 104.64 259.906 .480 .843
PL7 105.13 278.293 .099 .854
PL8 104.66 259.719 .517 .842
PL9 105.34 273.065 .220 .851
PL10 104.23 267.091 .375 .846
PL11 104.29 266.281 .394 .846
PL12 105.57 272.613 .190 .852
PL13 104.57 268.249 .349 .847
PL14 105.54 273.453 .195 .851
PL15 104.46 267.635 .398 .845
PL16 104.77 265.272 .399 .845
PL17 104.63 262.711 .417 .845
PL18 104.48 263.854 .432 .844
PL19 104.14 264.161 .460 .844
PL20 104.96 275.562 .163 .852
PL21 104.61 268.243 .358 .847
PL22 105.43 287.122 -.109 .860
PL23 104.52 266.000 .378 .846
PL24 104.45 264.652 .394 .844
PL25 104.55 261.233 .509 .842
PL26 104.25 269.027 .343 .847
PL27 104.54 261.562 .530 .842
PL28 104.43 266.358 .385 .846
PL29 104.63 263.257 .444 .844
PL30 104.45 257.670 .548 .841
 97

The construct of the perceived learning was measured with 30 items and had

a coefficient alpha of 0.851, which was greater than 0.7, indicating a high level of

reliability. According to Pope (2009), the item-total correlation should be larger than

0.4 to have extremely good discrimination, which refers to how well a question

distinguishes between participants who know the topic and those who do not. The

corresponding items above 0.4 are PL2, PL5, PL6, PL8, PL17, PL18, PL19, PL25,

PL27, PL29 and PL30.

Table of Internal Consistency (Coefficient Alpha) of Satisfaction

Reliability Statistics
Cronbach's N of
Alpha Items
.849 30

Item-Total Statistics
Scale Corrected Cronbach's
Scale Mean if Variance if Item-Total Alpha if Item
Item Deleted Item Deleted Correlation Deleted
S1 88.11 192.934 .273 .848
S2 88.18 193.749 .267 .848
S3 88.11 191.116 .425 .846
S4 88.13 186.657 .545 .843
S5 88.18 191.568 .280 .848
S6 87.88 188.402 .412 .844
S7 88.05 187.906 .421 .843
S8 88.36 187.252 .435 .843
S9 88.13 191.602 .311 .847
S10 88.20 188.706 .364 .845
S11 88.11 187.588 .411 .844
S12 88.36 185.688 .606 .841
S13 88.36 187.943 .427 .843
S14 88.13 187.675 .396 .844
S15 88.13 189.930 .564 .845
S16 87.96 190.908 .320 .846
S17 88.25 190.373 .314 .847
S18 88.09 189.974 .399 .844
S19 88.05 188.852 .399 .844
 98

S20 88.18 192.149 .271 .848

S21 87.89 192.497 .303 .847
S22 87.98 189.509 .377 .845
S23 88.23 189.054 .393 .844
S24 88.11 189.043 .390 .844
S25 88.45 188.724 .326 .846
S26 88.23 188.254 .419 .844
S27 88.29 187.917 .466 .843
S28 87.91 190.483 .324 .846
S29 87.89 192.352 .277 .848
S30 88.29 186.281 .521 .843

The construct of the satisfaction was measured with 30 items and had a

coefficient alpha of 0.849, which was greater than 0.7, indicating a high level of

reliability. According to Pope (2009), the item-total correlation should be larger than

0.4 to have extremely good discrimination, which refers to how well a question

distinguishes between participants who know the topic and those who do not. The

corresponding items above 0.4 are S3, S4, S6, S7, S8, S11, S12, S13, S15, S26,

S27 and S30.

 99

HAYES PROCESS MACRO MEDIATION ANALYSIS IN SPSS FOR MODEL 1:

STUDY ENVIRONMENT → STUDY HABITS → SATISFACTION

Run MATRIX procedure:

***************** PROCESS Procedure for SPSS Version 4.0 *****************

Written by Andrew F. Hayes, Ph.D. www.afhayes.com

Documentation available in Hayes (2022). www.guilford.com/p/hayes3

**************************************************************************
Model : 4
Y :S
X : SE
M : SH

Sample
Size: 379

**************************************************************************
OUTCOME VARIABLE:
SH

Model Summary
R R-sq MSE F df1 df2 p
.5102 .2603 .1934 132.6911 1.0000 377.0000 .0000

Model
coeff se t p LLCI ULCI
constant 1.9125 .0927 20.6287 .0000 1.7302 2.0948
SE .2893 .0251 11.5192 .0000 .2399 .3387

**************************************************************************
OUTCOME VARIABLE:
S

Model Summary
R R-sq MSE F df1 df2 p
.7411 .5493 .2345 229.1290 2.0000 376.0000 .0000

Model
coeff se t p LLCI ULCI
constant .5147 .1490 3.4552 .0006 .2218 .8077
SE .4544 .0322 14.1275 .0000 .3911 .5176
SH .3757 .0567 6.6239 .0000 .2642 .4872

****************** DIRECT AND INDIRECT EFFECTS OF X ON Y *****************

Direct effect of X on Y
Effect se t p LLCI ULCI
.4544 .0322 14.1275 .0000 .3911 .5176
 100

Indirect effect(s) of X on Y:
Effect BootSE BootLLCI BootULCI
SH .1087 .0236 .0646 .1586

*********************** ANALYSIS NOTES AND ERRORS ************************

Level of confidence for all confidence intervals in output:

95.0000

Number of bootstrap samples for percentile bootstrap confidence intervals:

5000

------ END MATRIX -----

HAYES PROCESS MACRO MEDIATION ANALYSIS IN SPSS FOR MODEL 2:

STUDY ENVIRONMENT → PERCEIVED LEARNING →SATISFACTION

Run MATRIX procedure:

***************** PROCESS Procedure for SPSS Version 4.0 *****************

Written by Andrew F. Hayes, Ph.D. www.afhayes.com

Documentation available in Hayes (2022). www.guilford.com/p/hayes3

**************************************************************************
Model : 4
Y :S
X : SE
M : PL

Sample
Size: 379

**************************************************************************
OUTCOME VARIABLE:
PL

Model Summary
R R-sq MSE F df1 df2 p
.6924 .4795 .4899 347.2418 1.0000 377.0000 .0000

Model
coeff se t p LLCI ULCI
constant 1.1790 .1476 7.9896 .0000 .8889 1.4692
SE .7449 .0400 18.6344 .0000 .6663 .8235
 101

**************************************************************************
OUTCOME VARIABLE:
S

Model Summary
R R-sq MSE F df1 df2 p
.8497 .7219 .1447 488.0432 2.0000 376.0000 .0000

Model
coeff se t p LLCI ULCI
constant .6574 .0867 7.5800 .0000 .4869 .8279
SE .1992 .0301 6.6147 .0000 .1400 .2584
PL .4884 .0280 17.4498 .0000 .4334 .5435

****************** DIRECT AND INDIRECT EFFECTS OF X ON Y *****************

Direct effect of X on Y
Effect se t p LLCI ULCI
.1992 .0301 6.6147 .0000 .1400 .2584

Indirect effect(s) of X on Y:
Effect BootSE BootLLCI BootULCI
PL .3639 .0367 .2964 .4395

*********************** ANALYSIS NOTES AND ERRORS ************************

Level of confidence for all confidence intervals in output:

95.0000

Number of bootstrap samples for percentile bootstrap confidence intervals:

5000

------ END MATRIX -----

HAYES PROCESS MACRO MEDIATION ANALYSIS FOR MODEL 3: STUDY

ENVIRONMENT → STUDY HABITS → PERCEIVED LEARNING →
SATISFACTION

Run MATRIX procedure:

***************** PROCESS Procedure for SPSS Version 4.0 *****************

Written by Andrew F. Hayes, Ph.D. www.afhayes.com

Documentation available in Hayes (2022). www.guilford.com/p/hayes3

**************************************************************************
Model : 6
Y :S
 102

X : SE
M1 : SH
M2 : PL

Sample
Size: 379

**************************************************************************
OUTCOME VARIABLE:
SH

Model Summary
R R-sq MSE F df1 df2 p
.5102 .2603 .1934 132.6911 1.0000 377.0000 .0000

Model
coeff se t p LLCI ULCI
constant 1.9125 .0927 20.6287 .0000 1.7302 2.0948
SE .2893 .0251 11.5192 .0000 .2399 .3387

**************************************************************************
OUTCOME VARIABLE:
PL

Model Summary
R R-sq MSE F df1 df2 p
.7230 .5228 .4503 205.9381 2.0000 376.0000 .0000

Model
coeff se t p LLCI ULCI
constant .3009 .2064 1.4577 .1457 -.1050 .7068
SE .6121 .0446 13.7350 .0000 .5245 .6997
SH .4591 .0786 5.8416 .0000 .3046 .6137

**************************************************************************
OUTCOME VARIABLE:
S

Model Summary
R R-sq MSE F df1 df2 p
.8551 .7312 .1402 340.0867 3.0000 375.0000 .0000

Model
coeff se t p LLCI ULCI
constant .3768 .1155 3.2614 .0012 .1496 .6039
SE .1737 .0305 5.6998 .0000 .1138 .2336
SH .1652 .0458 3.6064 .0004 .0751 .2553
PL .4585 .0288 15.9325 .0000 .4019 .5151

****************** DIRECT AND INDIRECT EFFECTS OF X ON Y *****************

Direct effect of X on Y
 103

Effect se t p LLCI ULCI

.1737 .0305 5.6998 .0000 .1138 .2336

Indirect effect(s) of X on Y:
Effect BootSE BootLLCI BootULCI
TOTAL .3894 .0343 .3232 .4572
Ind1 .0478 .0187 .0115 .0853
Ind2 .2807 .0290 .2257 .3408
Ind3 .0609 .0177 .0295 .0991

Indirect effect key:

Ind1 SE -> SH -> S
Ind2 SE -> PL -> S
Ind3 SE -> SH -> PL -> S

*********************** ANALYSIS NOTES AND ERRORS ************************

Level of confidence for all confidence intervals in output:

95.0000

Number of bootstrap samples for percentile bootstrap confidence intervals:

5000

------ END MATRIX -----

IBM SPSS DATA SHEET FOR AGE OF THE RESPONDENTS

 104

IBM SPSS DATA SHEET FOR SEX OF THE RESPONDENTS

IBM SPSS DATA SHEET FOR TYPE OF INTERNET CONNECTION OF THE

RESPONDENTS

IBM SPSS DATA SHEET FOR CORRELATION BETWEEN STUDY HABITS AND
PERCEIVED LEARNING
 105

IBM SPSS DATA SHEET FOR CORRELATION BETWEEN STUDY HABITS AND
SATISFACTION

IBM SPSS DATA SHEET FOR CORRELATION BETWEEN PERCEIVED

LEARNING AND SATISFACTION

IBM SPSS DATA SHEET FOR CORRELATION BETWEEN STUDY

ENVIRONMENT AND STUDY HABITS
 106

IBM SPSS DATA SHEET FOR CORRELATION BETWEEN STUDY

ENVINROMENT AND PERCEIVED LEARNING

IBM SPSS DATA SHEET FOR CORRELATION BETWEEN STUDY HABITS AND
SATISFACTION
Appendix 3. Letter Request
110
 111

Certification of English critic

Republic of the Philippines

CAVITE STATE UNIVERSITY

(CvSU)

DON SEVERINO DE LAS ALAS CAMPUS

Indang, Cavite

June 18, 2022

TO WHOM THIS MAY CONCERN:

This is to certify that the thesis entitled A STRUCTURAL EQUATION

MODELLING (SEM) ANALYSIS OF THE STUDY ENVIRONMENT, STUDY HABITS,
PERCEIVED LEARNING AND SATISFACTION OF CVSU-MAIN STUDENTS IN
DISTANCE LEARNING EDUCATION of RON AIRO B. ABADIANO, DOMINADOR
B. MANAHAN JR. and ALDRICHELLE D. NATANAUAN for the course/degree
Bachelor of Science in Applied Mathematics has been read and edited by the
undersigned English Critic.

ANALYN T. DICO
(Name and Signature of
English critic)
 112

Republic of the Philippines

CAVITE STATE UNIVERSITY
(CvSU)
Don Severino De Las Alas Campus
Indang, Cavite

COLLEGE OF ARTS AND SCIENCES

Department of Physical Science

ROUTING SLIP FOR THESIS

Researcher: ABADIANO, RON AIRO BENIPAYO

Family Name Given Name Middle Name
MANAHAN, DOMINADOR JR BASILAN
Family Name Given Name Middle Name
NATANAUAN, ALDRICHELLE DE VILLA
Family Name Given Name Middle Name
Title: A STRUCTURAL EQUATION MODELLING (SEM) ANALYSIS ON THE
STUDY ENVIRONMENT, STUDY HABITS, PERCEIVED LEARNING AND
SATISFACTION OF CVSU-MAIN STUDENTS IN DISTANCE LEARNING
EDUCATION.
Date Action
Designation Name of Concerned Taken/
Faculty Member Received Released Remarks Signature

Adviser 1st draft ANALYN T. DICO Revise

2nd draft ANALYN T. DICO Incorporate

my
suggestions

3rd draft ANALYN T. DICO Ok for TC

st
Technical 1 draft JAYSON C. SAVILLA Minor
Critic Revisions

2nd draft JAYSON C. SAVILLA Minor

Revisions

3rd draft JAYSON C. SAVILLA Okay

Statistician

Program Research LANI S. RODIS Okay

Coordinator

Dept. Chairperson RENE B. BETONIO

English Critic 1st draft ANALYN T. DICO See my

corrections
and apply

2nd draft ANALYN T. DICO Minor

revision

3rd draft ANALYN T. DICO Submit to

the next
reader
 113

College Research ARVIE GRACE B.

Coordinator MASIBAG

College Dean MA. VERONICA P.

PEŇAFLORIDA, OIC

Director for Research MIRRIAM D.

BALTAZAR, Ph.D.
114
Appendix 4. Gantt Chart
115
116