Virtual Classroom Relationships on Students` Academic Resilience And Performance

Abstract

The purpose of this study is to describe students` virtual classroom relationships in terms of their relationship to their peers and teachers; academic resilience; and performance. Further, the researcher wants to examine if these virtual classroom relations predict students` resilience and performance in their academics. The data were collected from 720 Junior and Senior High School or Grade 7 to 12 students in selected State Universities and Colleges (SUCs) in Region III offering online or virtual classes during S.Y. 2020-2021. Results revealed that virtual classroom relationships such as teacher-student and peer relationships predict academic resilience and performance. This implies that students` academic relations with their teachers and peers has something to do with their ability to bounce back and beat the odds amidst challenges they faced in the online or virtual learning environment. These virtual relationships significantly influence also their academic performance. Adequate teacher support and positive peer relations may lead to enhanced academic resilience, which may also promote a meaningful and fulfilled life academically. Result suggests that teachers should develop their students' academic resiliency and maintain good relationships in the classroom since these results to academic success.