Synchronous online learning platforms and student engagement: Exploring high school learning experiences and environments in the Philippines using self-determination theory

Abstract

In the post-pandemic educational landscape, hybrid learning has become a crucial mode of instruction, prompting educators to assess its effectiveness. This study explores the relationship between classroom learning experience (CLE), environment, and engagement among high school students in selected international schools in the Philippines who engaged in online classes during the pandemic. The purpose of the study is to evaluate how these factors influence student engagement (SE) through the use of Structural Equation Modeling (SEM). A descriptive research design was employed, with data collected from 342 via survey questionnaires. The study is grounded in the Self-Determination Theory, which posits that learning is shaped by environmental and cognitive interactions. Key findings show that although students had 1–2 years of online learning experience, many preferred face-to-face learning due to challenges such as time management and connectivity. Despite these hurdles, students rated the classroom environment positively, particularly in areas like professorial concern over academic rigor (AR) and structure. Engagement was evident across affective, behavioral, and cognitive domains, with differences observed based on student profiles. The SEM analysis revealed a significant relationship between classroom experience (CE), environment, and engagement, with course delivery and assessment (DA) identified as critical predictors of enhanced engagement. Moreover, AR and structure emerged as essential components in shaping the classroom environment. In conclusion, improving course delivery and strengthening academic structure significantly enhance SE in hybrid learning environments. These findings provide actionable insights for educators aiming to optimize student experiences in post-pandemic education.