Flexible Learning Implementation, Technological Adaptation, and Learning Engagement in Relation to Self-Efficacy among Business Administration Students

Abstract

This study examined the levels of flexible learning implementation, technological adaptation, learning engagement, and students’ self-efficacy, as well as the relationships among these variables among Business Administration students in selected higher education institutions in Region X, Philippines. A descriptive-correlational research design was employed. Data were collected from 343 Business Administration students from Northern Bukidnon State College, Northwestern Mindanao State College of Science and Technology, and Camiguin Polytechnic State College using a researcher-made questionnaire. Descriptive statistics, including mean and standard deviation, were used to determine the levels of the study variables, while Pearson product-moment correlation was employed to examine their relationships with students’ self-efficacy. The findings showed that flexible learning implementation was rated high, with an overall mean of 4.23 (SD = 0.59). Technological adaptation was likewise rated high (M = 4.19, SD = 0.54), as was learning engagement (M = 4.29, SD = 0.51). Students’ self-efficacy also obtained a high overall rating (M = 4.25, SD = 0.52). Correlation analysis revealed significant positive relationships between self-efficacy and flexible learning implementation (r = .672, p < .001), technological adaptation (r = .822, p < .001), and learning engagement (r = .843, p < .001). Among the three variables, learning engagement demonstrated the strongest relationship with self-efficacy. The findings suggest that students’ academic confidence is closely associated with their experiences of flexible learning, ability to adapt to technology, and active engagement in learning. Strengthening these learning conditions may provide supportive environments that foster students’ confidence and continued participation in their academic work.