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


  • Andie Tangonan Capinding Nueva Ecija University of Science and Technology – Gabaldon Campus, Philippines,


academic performance, covid-19, learning satisfaction, online teaching effectiveness, teachers’ readiness


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.




How to Cite

Capinding , A. T. (2024). Online Teaching Effectiveness and Teacher’s Readiness: Impact on Student’s Satisfaction and Academic Performance. International Journal of Instruction, 17(2), 383–400. Retrieved from