Perception and Satisfaction on Flexible Learning Approach to Student’s Academic Achievement

— Flexible learning has been used as an alternative approach in delivering instruction during the peak of the pandemic. In this regard, this study aims to determine the perception of flexible learning in three constructs: content delivery and activities of the module, process of teaching and teaching strategies; level of student satisfaction with flexible learning, and academic achievement. Also, it evaluates the correlation between the student's perception and satisfaction and their academic achievement. The researchers utilized a Likert scale survey questionnaire to assess the said variables. Data were statistically treated using mean, standard deviation, percentage, and Pearson Product-Moment of Correlation. The results show that the students have a positive perception of flexible learning and are absolutely satisfied with the course. It is also revealed that student satisfaction is statistically related to academic achievement. Thus, it is recommended to encourage educators to evaluate the satisfaction of the students with their learning regularly.


I. INTRODUCTION
The devastating pandemic around the world that none of us was prepared for has caused a sudden change in our lives.Everything has changed since it happened, and education is no excuse here.For students not to stop learning even in today's stressful situation, educators looked for an alternative method of delivering instruction, from face-to-face classes to an online and modular way of teaching or a combination of both, called a flexible learning.However, it is not readily adaptable to students and teachers as well.The transition takes enough time for the affected ones to adapt to the ongoing inevitable situation.
Providing a learning environment to ensure students that they are unaffected and must learn even with the changes is a top priority for educators.The pandemic is almost over, yet we are still implementing the flexible learning.Flexible learning is an approach that involves the utilizes digital and non-digital technology.It covers in-person learning and out-of-classroom learning modes of delivery (Commission on Higher Education, 2022).Consequently, it is necessary to acknowledge the possible effect of this implementation on the students.
As an educator, the student's wellbeing is the topmost responsibility.It is understood that somehow students were affected in any way, whether positive or negative.How the students perceived the situation and their learning satisfaction are the must-see aspects.Satisfied students are more likely to continue in their studies and are more likely to succeed academically [16].This helps to assess on what to be retained and identify areas for improvement to have a better learning experience.
This study seeks to determine whether students' perception of flexible learning and satisfaction level affect their academic performance.The data gathered from the study may provide information about actions that can be taken to maintain high levels of satisfaction and improve student learning.The student's perception of flexible learning and their level of satisfaction are considered as one of the factors that may influence the student's academic achievement.Academic achievement pertains to the performance outcomes of the student throughout the course [13].The "investment model" explains the relationship between student satisfaction and academic performance.Satisfaction increases when the reward of study also increases [7].

IJELS
Moreover, it is revealed that satisfaction is apparent when subjects are performed better [3].The happy-productive student theory [4] suggests that student satisfaction is mediated by psychosocial factors such as coping, stress, and well-being.Based on the happy-productive theory, it was shown that high levels of distress resulted in low satisfaction.
Satisfaction is an individual's subjective and personal evaluation of a particular aspect.It is a crucial component that motivates people to achieve their long-term goals.
Measuring and understanding student satisfaction is a must to identify areas that exceed expectations and need improvements [14].
The impact of a blended learning classroom environment on students' satisfaction determines what combination of blended learning situations is more effective on student satisfaction [8].The results indicate student satisfaction was higher in traditional learning [15].Hence, in a face-toface class, the students meet their expectations and have a higher learning motivation, and peer interaction encourages knowledge sharing, and cooperative learning, thinking more creatively, and stimulating curiosity.
On the other hand, reference [11] studied the relationship between student perceptions in blended learning course and their achievement revealing a strong relationship between the two.It is shown that high achievers also show high satisfaction.Further, the study claimed that student satisfaction and academic achievement denote a positive relationship [2].
However, a study revealed that student satisfaction and academic achievement are not significantly correlated [9], this means that the level of satisfaction does not affect academic achievement.

II. OBJECTIVES
The main thrust of the study is to determine the relationship between the perception and satisfaction of the students on the implementation of flexible learning and their academic achievement in Bohol Island State Unversity -Clarin Campus, A.Y. 2021-2022.
Specifically, it sought to answer the following questions: 1. What is the perception of the students on the following: 1.1 content delivery and activities; 1.2 process of teaching; and 1.3 teaching strategies?
2. What is the student's level of satisfaction of the students with flexible learning?
3. What is the academic achievement of the students?
4. Is there a significant correlation between students' perception of flexible learning and academic achievement?
5. Is there a significant correlation between students' level of satisfaction with flexible learning and academic achievement?

III. METHODOLOGY
The researchers utilize a descriptive-correlational design to evaluate and assess the relationship between the variables [10].The study employs a survey to determine the respondents' perception, level of satisfaction, and academic achievement of the respondents.The researcher will utilize an adapted questionnaire to determine the perception of flexible learning [5] and student satisfaction [6].
The first part of the questionnaire determines the academic achievement of the respondents based on their General Weighted Average obtained in the first semester of the The needed data will be gathered through the use of google forms.The researchers will ensure the confidentiality of their responses.
After the data collection, it will be calculated using the corresponding statistical test: mean, standard deviation, and Pearson Product-Moment of Correlation Coefficient, to determine the study results.

IV. RESULTS AND DISCUSSIONS
This section presents the results, analysis, and interpretation of data.It covers the perception of the respondents on content delivery and activities, the process of teaching, teaching strategies; the level of satisfaction with flexible learning, and their academic achievement.It also assessed the significant correlation between academic achievement and perception and the level of satisfaction with flexible learning.).This implies that the students perceived the usefulness of the handouts in their learning.Thus, ensuring that the instructional materials provided are comprehensible is necessary.It was followed by the statement, "The feedback I received on my progress was helpful", which got a mean of 4.13 (SD=0.73).This conveys that the students need immediate feedback on their performance to monitor their progress.
Further, the process of flexible teaching revealed that modular teaching developed independent thinking (M=4.17,SD=0.80) and is a preparation for critical thinking (M=4.12,SD=0.78).This means that the said modality has helped the students develop their independence and critical thinking due to the absence of the instructor's presence, where students' concerns weren't addressed immediately.
On the other hand, tutorials (M=4.34,SD=0.76) and the use of multimedia and PowerPoint (M=4.24,SD=0.76) were considered as helpful as a part of the student's learning process.Table 5 shows a significant relationship between student level of satisfaction with flexible learning and academic achievement, r(103)=.313,p=.001.Thus, the decision was to reject the null hypothesis.The correlation coefficient of r=.313 indicates a weak positive relationship between the two variables, stating that the level of satisfaction is related to academic achievement.Also, the direct relationship implies that the higher the level of satisfaction, the higher the academic achievement.

V. CONCLUSION
In light of the findings, the researcher concludes implementing of a flexible learning in Bohol Island State University Clarin Campus attains its purpose, which is to ensure that the students will be given the proper knowledge even amid crisis.The level of satisfaction also has a great contribution to academic achievement.On the other hand, how students perceived modular teaching has no significant bearing on the student's academic achievement.
This study is based on CHED Memorandum Order No. 4 Series of 2020 in accordance with the pertinent provisions of RA No. 7722, otherwise known as the "Higher Education Act of 1994'', RA No. 11469, otherwise known as the Bayanihan to Heal as One Act, and by the virtue of -2023, 8(3), (ISSN: 2456-7620) (Int.J of Eng.Lit. and Soc.Sci.) https://dx.doi.org/10.22161/ijels.83.74 483 content delivery and activities of the modules with ten items, process of modular teaching with four items, and teaching strategies with seven items.It uses a 5-point Likert scale, 5-Strongly Agree, 4-Agree, 3-Neither Agree nor Disagree, 2-Disagree, and 1-Strongly Disagree.

Table 1 :
Perception of the Students

Table 1
illustrates the perception of the students on the modular teaching in the three constructs: content delivery and activities, process of teaching, and teaching strategies.For content delivery and activities, it is shown that the IJELS-2023, 8(3), (ISSN: 2456-7620) (Int.J of Eng.Lit. and Soc.Sci.) https://dx.doi.org/10.22161/ijels.83.74 485

Table 4 :
Correlation Between Students' Perception of Flexible Learning and Academic Achievement and teaching strategies r(103)=.107,p=.277.Thus, the decision was to reject the null hypothesis.This result implies that the student's academic achievement is not affected by flexible learning modality, and it has nothing

Table 5 :
Correlation Between Students' Level of Satisfaction and Academic Achievement