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Objective: This study aims to examine the self-efficacy levels of college students in the online learning environment during the COVID-19 pandemic. The purpose is to understand the impact of self-efficacy on students' motivation, behavior, and achievement in online learning. Theoretical framework: The study is grounded in Bandura's social cognitive theory, which emphasizes the importance of self-efficacy in influencing individuals' actions and outcomes. The theory suggests that higher levels of self-efficacy lead to increased motivation and better performance. Method: The study utilizes a cross-sectional design and involves 824 randomly selected college students from Cagayan State University Gonzaga Campus. Data collection is conducted through a self-efficacy questionnaire and semi-structured interviews to gather comprehensive insights into students' experiences. Results and conclusion: The study finds high levels of self-efficacy among college students in the online learning environment, except for informal mingling, interacting with professors, and collaborating with classmates. The findings also show a significant correlation between students' year level and self-efficacy levels. Implications of the research: This study highlights the importance of targeted support to enhance students' self-efficacy in informal communication and collaboration. Instructors can implement strategies and provide clear guidelines, while institutions offer resources and training programs to improve online learning skills S support outcomes and academic success Originality and Value: This study explores college students' self-efficacy in online learning during COVID-19, providing insights into its impact on motivation, behavior, and achievement. It informs the development of interventions and support systems, with potential for further research on enhancing self-efficacy during the pandemic
Jay F Omotoy (Thu,) studied this question.