Instruments

The instrument used in the study was a survey questionnaire. The questionnaires

are an adapted instrument devised to determine the significant relationship between

online learning self-efficacy and readiness on blended learning modality.

The researchers formulated the instruments of this study in two parts. The first

part of the survey questionnaire and Likert scale in this study was adapted from a

previously developed scale by Zimmerman and Kulikowich (2016). Online Learning

Self-Efficacy Scale (OLSES) was created in English and consists of 3 variables and 22

statements in its original version. Learning in the online environment (10 items), time

management (5 items), and technology use (7 items) are the three variables. It is

accompanied with a 6 - point Likert - type scale, 1 (poor), 2 (fair), 3 (good), 4 (very

good), 5 (proficient) and 6 (expert).

The following are the adapted survey questionnaire and Likert scale used by the

researchers throughout the conduct of the study:

Online Learning Self-Efficacy as to Online Environment

4 5 6
1 2 3
Indicators (Very (Profici (Excelle
(Poor) (Fair) (Good)
Good) ent nt)
1. Communicate effectively with
technical support via e-mail, mobile
phone, or live online chat.
1. Overcome technical difficulties
on my own.
2. Learn to use a new type of
technology efficiently.
3. Learn while you and your
instructor are in distant places.
4. Learn without being in the same
room as other students
5. Communicate using
asynchronous technologies
 (discussion boards, padlet, e-
mail, etc.)
6. Complete a group project
entirely online.
7. Use synchronous technology to
communicate with others (such
as Skype, Google meet, Zoom).
8. Use the library’s online
resources efficiently.
9. When a problem arises,
promptly ask questions in the
appropriate forum (e-mail,
discussion board, etc.)

Online Learning Self-Efficacy as to Time Management

Indicators 1 2 3 4 5 6
(Poor) (Fair) (Good) (Very (Profici (Excelle
Good) ent) nt)
1. Manage time effectively.
2. Complete all assignments on
time.
3. Meet deadlines with minimal
reminders.
4. Focus on schoolwork when
faced with distractions.
5. Develop and follow a plan for
completing all required work on
time.

Online Learning Self-Efficacy as to Technology Use

Indicator 1 2 3 4 5 6
(Poor) (Fair) (Good) (Very (Profici (Excell
Good) ent) ent)
1. Navigate online course materials
efficiently.
2. Find the course syllabus online.
3. Communicate effectively with my
instructor via e-mail (Gmail,
yahoo mail, messenger)
4. Submit assignments to an online
dropbox such as Google drive.
5. Navigate the online grade book.
6. Search the Internet to find the
 answer to a course-related
question.
7. Search the online course
materials.

Statistical Treatment

To address the study’s problem, the researchers used both descriptive and

inferential statistics. The mean and standard deviation descriptive statistics are used to

assess the students’ responses. Pearson-r-correlation will be used to assess the

relationship and significance of the variables.

n ( ∑ xy ) −( ∑ x )( ∑ y )
√¿¿¿¿

The Pearson r and z-scores

r=
∑ z x z y = ∑ ( X −X ) ( Y −Y )
N
√∑ ( X−X )2 ∑ ( Y −Y )2

Where:

r =correlation coefficient

X i =values of the x−variables ∈a sample

X =mean of the values of the x−variable

Y i=values of the y −variable ∈a sample

Y =mean of the values of the y−variable

 To determine the level of online learning self-efficacy and level of readiness on

blended learning modality, it is used to analyze the data gathered from the respondents.

The formula for the Average Weighted Mean is shown below:

Where:

X =mean

∑ x =the ∑ of the scores

N=the number of scores

For the Standard Deviation:

s=
√ ∑ x 2 −¿ ¿
n

Where:

S=Standard deviation

x=raw scores

2
x =Squared of raw scores

n=number of items