Abstract
This study investigates the specific struggles and coping mechanisms of education students enrolled in e-learning at the University of Cebu-Main Campus during the school year 2021–2022. Guided by Attribution Theory and grounded in a descriptive quantitative design, the research surveyed 70 education students using a modified Likert-scale instrument adapted from Baticulon et al. (2020). Findings revealed high levels of technological, institutional, domestic, and individual struggles, with technological and institutional concerns being the most severe. Coping mechanisms varied in intensity across domains, with domestic and individual strategies most frequently applied. Despite strong coping practices, the statistical analysis showed no significant relationship between coping mechanisms and academic performance. Recommendations highlight the need for institutional support, teacher training, and equitable access to learning technologies.
