Students’ Learning through Online Platform and Academic Performance in Mathematics

Abstract

The research was conducted to determine the students' learning through an online platform and academic performance in mathematics. The respondents included 192 students sampled using the proportional stratification technique. A three-part questionnaire was administered to the students. The instrument underwent validation and reliability testing using Cronbach's alpha. The test showed that the instrument was highly reliable for the selected population. The majority of responses were 15 to 19 years old, female, and Grade 12. Additionally, most of the students utilized Google Meet with at least two different learning platforms to learn mathematics. Moreover, the students used an online learning platform very often. The study found out that regardless of learners’ profiles, they had similar perceptions toward online learning platforms. However, some specific indicators differed. On average, the students had a very satisfactory performance. Furthermore, the learners' perceptions of online learning platforms were not significantly correlated with their academic performance. However, some specific indicators were significantly correlated, but it had an indirect connection, particularly on their confidence while using online learning content and in using online learning services that could simplify the learning process.