The Moderating Role of Perceptions in Online Learning Towards Student Satisfaction and Engagement

This study examined the moderating role of students’ perceptions of online learning in the relationship between student satisfaction and engagement among junior high school students in Davao City. Using a descriptive-correlational research design with path analysis and moderated regression analysis, data were gathered from 310 students selected through proportional stratified random sampling. Adapted and validated questionnaires measured student satisfaction, engagement, and perceptions of online learning. Descriptive statistics and Pearson product-moment correlations were used to determine variable levels and relationships, while moderation analysis assessed whether perception conditioned the relationship between satisfaction and engagement. Findings showed very high student satisfaction with online learning (M = 4.17), high student engagement (M = 3.71), and high perceptions of online learning (M = 4.12). Student satisfaction was significantly and positively associated with engagement (r = .644, p < .001), while satisfaction was also significantly related to perceptions of online learning (r = .715, p < .001). Perceptions of online learning likewise demonstrated a significant positive relationship with engagement (r = .728, p < .001). Among the perception dimensions, education system quality and usefulness showed the strongest associations with engagement. The moderation analysis indicated that perception conditioned the relationship between satisfaction and engagement, although direct effects in the regression model were not significant. The findings underscore that positive perceptions of online learning are critical in translating satisfaction into active engagement within the specified study context. Schools should strengthen instructional quality, course organization, feedback, usability, accessibility, and technical support to sustain meaningful online participation.