QUANTITATIVE STUDY ON STUDENT SATISFACTION IN SYNCHRONOUS VS ASYNCHRONOUS LEARNING

This study investigated the level of student satisfaction and the degree of seriousness of challenges encountered by junior high school students in synchronous and asynchronous learning modalities during the post-pandemic period. Employing a quantitative-descriptive comparative research design, the study involved 430 junior high school students from selected public secondary schools in the Cordillera Administrative Region. Data were collected using a validated survey questionnaire structured into three sections: demographic profile, level of satisfaction, and seriousness of challenges encountered. Descriptive and inferential statistical tools were used to analyze the responses, including weighted means and ranking. The findings revealed that students were moderately satisfied with both synchronous and asynchronous learning. In synchronous learning, students reported the highest satisfaction with the clarity of teachers’ explanations, while motivation and timely feedback received lower ratings. In asynchronous learning, students valued the flexibility in managing their tasks but expressed difficulty in asking questions and a lack of connection with teachers and classmates. The most serious challenges identified were unstable internet connection, lack of motivation, and difficulty understanding lessons without teacher guidance. These challenges were consistent across both learning modalities and significantly affected the learning experience. The study concludes that while remote learning provided continuity in education during the pandemic, several issues related to accessibility, student engagement, and instructional support must be addressed. Strengthening teacher training, improving infrastructure, and adopting blended learning approaches are recommended to enhance the effectiveness of remote education in basic education settings.