Online Teaching Effectiveness and Teacher's Readiness: Impact on Student’s Satisfaction and Academic Performance

Abstract

This study looked at the impact of online teaching effectiveness (OTE) and faculty readiness on education students' satisfaction and academic achievement. This study took place on the NEUST Gabaldon campus in the first semester (midterm) of the academic year 2021-2022. The study used descriptive correlational analysis to see if there was a relationship between the effectiveness of online teaching, faculty readiness, student satisfaction and academic achievement. The study included 186 education students and 12 faculty members from the College of Education. The students were picked by stratified sampling, while the 12 faculty members were chosen by intention. The results indicate that students are satisfied with online learning, faculty members are prepared to teach online, and the College of Education's online teaching is effective. The findings also reveal a relationship between online teaching effectiveness, faculty readiness, student satisfaction with online learning, and academic success. On the other hand, there is no link between the student responders' profiles and the effectiveness of online teaching or learning satisfaction. The theoretical and practical ramifications of the research were also discussed.