Abstract
This study aimed to determine the influence of readiness, attitude, and perception on online learning satisfaction among medical students. The strengths and weaknesses of current online learning practices were identified by examining these dimensions, and insights that can help enhance the design and delivery of online medical education were provided. Descriptive correlational and causal research designs were employed. Raosoft calculation was used to determine the sample size of 149 from a population of 173. Questionnaires were the basis for measuring the variable elements. A five-point Likert type of questionnaire was used for the data collection. Data was collected from students at the College of Medicine at Liceo de Cagayan University. The mean and standard deviation were used to describe the study's parameters. Pearson product-moment correlation and multiple linear regression were used to identify the best predictor of satisfaction with online learning. The students are prepared (Mean = 3.84, SD = 0.970) to engage in online educational environments. The study participants have moderately positive attitudes (Mean = 3.31, SD = 1.049) towards online learning and a moderately perceived understanding (Mean = 3.27, SD = 1.047) and interpretation of the online educational environment. Students have moderate satisfaction (Mean = 3.46, SD = 0.934) with online learning. Readiness (r = 0.713, p < .001), attitude (r = 0.840, p <.001), and perception (r = 0.865, p < .001) significantly correlate with satisfaction with online learning. The best predictor of online learning is medical students' perception (β = 0.495, p < .001) of online learning.
