Abstract
A study was conducted to determine students' readiness, implementation satisfaction, and attitudes towards e-learning, and its academic impact among first-year Criminology students of Gingoog City Colleges. There were 134 participants in this study. This study adopted a descriptive-correlational-casual design. Pearson product correlation was utilized to ascertain the significant relationship between the students’ academic achievement, readiness, implementation satisfaction, and attitudes towards e-learning. At the same time, Multiple Regression Analysis was employed to determine the variable that can best influence academic performance. The study revealed that the participants were moderately ready in the e-learning modality; they were highly satisfied in its implementation; possessed a highly positive attitude towards e-learning, and had a good academic performance. There was no significant relationship between students' academic performance, e-learning readiness, and their satisfaction with e-learning implementation; however, students’ attitude on e-learning showed a significant relationship to academic performance in the said subject and emerged as the sole variable that significantly influenced students' academic performance in Social Science. Therefore, it can be inferred that the majority of the students who take part in this study are not totally ready for e-learning; but are highly satisfied with the school’s e-learning implementation, and those who have positive attitudes towards e-learning can achieve better performance in Social Science.
