International Journal of Business and Society, Vol. 23 No.

2, 2022, 1249-1266

THE MEDIATING EFFECTS OF STUDENT ATTITUDES ON

THE LEARNING PREFERENCES AND PERCEIVED
ACADEMIC STRESS TOWARDS ONLINE EDUCATION

Eric S. Parilla
College of Business Education, Northwestern University, Philippines

ABSTRACT

The study investigates the association of the learners' preferences of students and perceived academic stress
and the mediating impact of students’ attitudes towards online education. The study participants were the
students of the seven major universities and colleges in Ilocos Norte, and they were chosen using a
convenience sampling technique. The study employed a quantitative research design and a casual research
approach to measure the relationship between learning preferences and perceived academic stress and the
mediating effect of students’ attitudes towards online education. Using linear regression, the findings
revealed a low positive relationship between learning preferences and perceived academic stress. Moreover,
concerning the mediating effect of the students’ attitudes towards online education, using structural equation
modelling, the results were that there was an established effect. Implications, conclusions, and
recommendations were also provided in the study.

Keywords: Online education, student attitudes, learning preferences.

____________________________________
Received: 23 May 2021
Accepted: 29 April 2022
https://doi.org/10.33736/ijbs.4869.2022

1. INTRODUCTION

The outbreak of COVID-19 had a global impact on all elements of human activity, including
education, research, sports, entertainment, transportation, religion, social gatherings and
interactions, the economy, companies, and politics. Because with COVID-19 threats, the entire
globe was in turmoil, and the reality of the situation was challenging to face. The outbreak has
particularly hard impacted the education sector, and it continues to be one of the most damaged
sectors (Onyema et al.,2020). The disruption of education is a problem in an ever-changing
world. To provide better assistance for students in need, universities and colleges should learn
how to adapt to these shifts in the educational landscape (Bozkurt et al., 2020). As a result of
UNESCO monitoring, 191 nations have implemented national closures, which have affected
about 98.4 percent of the world's student population. University closures have far-reaching
economic and sociological consequences, affecting students, staff members, families, and the
entire community. Schools were closed due to the epidemic, which provided insight into various
aspects of online education, including student learning preferences and attitudes, the degree of
stress students was experiencing, and the efficacy of online education. The effect was more


Corresponding author: Northwestern University, Airport Avenue, Laoag City, Philippines. Tel: +63917-5420041; Email:
eric.parilla@nwu.edu.ph
 The Mediating Effects Of Student Attitudes On The Learning Preferences And Perceived 1250
Academic Stress Towards Online Education

severe for kids from impoverished backgrounds and their families, resulting in episodic learning.
Following the closure of universities and colleges, schools recommended using distance learning
schooling and open educational systems and policies that universities and faculty members may
utilize to touch base with learners remotely and reduce the disruption of education (Lindzon,
2020).

The Coronavirus pandemic has a detrimental impact on educational activities all across the
world. The coronavirus pandemic had a devastating impact on educational systems worldwide,
resulting in widespread school closures. In terms of academic activity as well as future
professional aspirations, it caused significant upheaval. Many nations shuttered their schools as
part of the worldwide campaign to battle COVID-19 to control the coronavirus epidemic.
Following the United Nations Educational, Scientific, and Cultural Organization (UNESCO)
monitoring, over 100 nations enacted national closures, affecting more than half of the world's
student population (UNESCO, 2020). The Philippines followed suit that universities and colleges
all over the country had temporary closed down shifted to online learning. Learners in all levels
were forced to embrace the online education despite the unpreparedness and lack of resources.
Major problem of this new scheme is the unstable internet connection and power interruptions.
These problems were even more evident in provinces like Ilocos Norte where a major chunk of
student population do not have access to decent internet connection. School closures have
significant social, educational, and economic consequences, and the disruptions they produce
affect individuals from all walks of life. However, their impact is most severe for poor students
and their families, who are disproportionately affected (UNESCO, 2020), like the learners in the
province of Ilocos Norte.

Because of the threat of COVID-19, colleges and universities are faced with the difficult decision
of how to continue teaching and learning while also keeping their faculty, staff, and students safe
from a public health emergency that is moving quickly and is not well understood by the public
health community. To aid in the prevention of the spread of the virus that causes COVID-19,
several educational institutions have decided to cancel all face-to-face sessions, including
laboratories and other learning activities. They have ordered that faculty members transfer their
courses to the internet. The number of institutions of higher education that have made this
decision is increasing daily. The move to online learning is happening at schools of all sizes and
sorts, including state colleges and universities, Ivy League institutions as well as community
colleges and others (Hodges et al., 2020).

Taking into consideration all of the variations and modifications brought about by this pandemic,
such as self-quarantine and asserting social distancing, the use of online education by all higher
learning institutions in the province of Ilocos Norte, and the change in the educational landscape,
the purpose of this study is to investigate academic stress among students in the province of
Ilocos Norte. Because of COVID-19, online education has become increasingly popular among
students in Ilocos Norte. The purpose of this study is to determine the learning preferences of
students in Ilocos Norte, their attitudes toward online education, and the level of academic stress
they experience when participating in online education during a pandemic. It is necessary to
evaluate the learning preferences of students in order to decide whether online education is
appropriate. This study also demonstrates the importance of learning preferences in determining
the degree of academic stress students experience due to their online education. The last
component of this study assessed the mediating influence of students' attitudes about learning
1251 Eric S. Parilla

preferences and the degree of stress that students were experiencing as a result of online
education.

2. RESEARCH FRAMEWORK

2.1. Learning Preferences of Students and Online Education

The desired learning method depicts students' capacities, upbringing, and previous learning
involvements (Rau, 2012). In some circumstances, learners may agree on a diverse learning style
but tend to uphold a partiality for a specific learning style. There is no learning style, but learning
styles have different characteristics and properties. Learners relate with information contrarily,
hence their assortment of learning styles. According to Biggs (2001), identifying the
dissimilarities in the way students learn is the first phase in fostering students' awareness and
mindfulness of their learning styles and the presence of different learning styles. When learners
are conscious of their learning styles, they discover rapidly and efficiently and eventually prosper
in their educations. Their recognition of learning styles helps them gain problem-solving
capabilities. As learners thrive at problem-solving, the more they take possession of their
learning. Many research types have been directed on learning styles to comprehend how students
learn (Gould & Caswell, 2006; Boström, 2011). As an outcome, several learning style concepts
and models have emerged (Bacon, 2004). Coffield et al. (2004) have recognized 71 learning style
theories. The learning style theories stipulate a foundation for diverse learning styles, make self-
awareness among learners, help professors and learners become introspective, assist students in
finding their learning styles, and improve teaching (Healey & Jenkins, 2000).

The absence of a distinct meaning of learning styles has been panned widely, as this triggers
misperception as to what learning styles are (Gould & Caswell, 2006). Cassidy (2004) ascribes
the difference in the definitions of learning styles because studies in the field have extended from
psychology, where it began, to other subject matter. This inter-disciplinarity of learning styles
has permitted different perceiving and comprehending learning styles to thrive (Hall & Moseley,
2005). Another critique is the use of the words 'learning style', which is, in some circumstances,
used as a substitute with 'cognitive style' and 'learning strategy' (Cassidy, 2004). Although the
theory of learning styles has been argued, there is agreement on the actuality of learning styles
and that learners absorb differently (Van Rensburg, 2009). Building awareness regarding the
different learning styles of learners could be vital in teaching and learning. Students who are
conscious of their learning styles can recognize their fortes and limitation in learning and develop
various learning styles (Hall, 2005). Differing outcomes have been discovered in terms of the
connection between learning styles and academic performance. According to Rochford (2004)
and Kvan and Yunyan (2005), research recommends a strong relationship between learning
styles and academic achievement. Abidin et al. (2011) argue that learning styles influence
learners' academic achievement. However, Aripin et al. (2008) and Pashler et al. (2008)
suggested no relationship between learning styles and academic achievement.

In online education, it is unmanageable to perform observation and detailed personal interviews.

However, the VARK questionnaire can verify learners' learning preferences who partake in
online education. The VARK questionnaire was stemmed from Lincoln University, Canterbury,
New Zealand, in 1995. It centers on the modal inclinations for learners and teachers. According
 The Mediating Effects Of Student Attitudes On The Learning Preferences And Perceived 1252
Academic Stress Towards Online Education

to Neil D. Fleming, the author of the VARK questionnaire, this questionnaire's utilization allows
faculty members to access more learners because of the better match that can be used between
teaching and learning styles (Canfield, 1988). Fleming recognizes the most common style for
information trade as speech that reaches the learner's ear and therefore is signaled as aural (A) in
the tool. Some learners disclose inclinations for accessing information from printed letters.

Students are coded as reading/writers (R) since reading and writing are their most liked modes
for receiving data. The third set of learners is tagged as visual (V) since those learners like data to
arrive in graphs, charts, and flow diagrams. They like to acquire information by picturing data or
augmenting it via colors and layout. The last category of learners likes to learn by utilizing all
their senses, including touch, hearing, taste, smell, and sight. This group is tagged as kinesthetic
(K) - students from this category like natural, multi-sensory feel in their learning. Learning by
doing is preferable, and abstract tools must be illustrated via appropriate analogies, real-life
instances, or metaphors. Based on Fleming's learning styles and preferences tool, Zapalska and
Brozik (2006) identified the learning preferences suitable for online education. These are
auditory, visual and kinaesthetic learning preferences.

However, Mkonto (2010) developed a more detailed learning style inventory called Innovative
Learning Experience (ILE). This was used by the Center of Innovative Teaching Experiences
(C.I.T.E) consisted of 27 statement questionnaire. The statements were divided into five
categories gauging the nine learning styles; visual language (students learn best seeing the
information), visual numerical (these students learn best by seeing numbers), expressive written
these students when they express themselves in written form), expressive oral (these students
learn best when they can express themselves orally), social individual (these students like to
study alone), social group (these students learn best when in the group), auditory language(these
students learn from hearing information presented to them), auditory numerical (these students
learn best from hearing numbers) and kinaesthetic (these students learn best by being involved).
This is used in the study instead of the VARK because the former is more detailed and it
combines learning preferences so that a more thorough analysis is given and recommendations
are more tailored fit.

2.2. Students' Attitudes towards Online Education

Several research types revealed that online education and its acceptance were widely impacted by
students' attitudes and traits, regarded as vital in online education in 3 rd World countries (Bhuasiri
et al., 2012). These attitudes consist of self-efficacy of the Net. Knowledge of computers and the
internet, unease with computer usability and tactics to online education (Chu, 2010). Students'
attitudes are also impacted via the brilliance and easiness of using modules of online education,
application and ease of use of online education, and students' level and computer proficiency
(Aixia & Wang, 2011). Their computer experiences and involvement, which contain apparent
self-utilization, fulfillment, efficacy, and online education use, play a domineering role (Liaw &
Huang, 2011). After all, students' optimistic attitudes regarding online education are vital for
online education's reception and espousal (Selim, 2007).

Mainstream past research recognizes the barriers in online learning and the factors that impact
students' interest in online learning. A study by Al-Fahad (2009) suggested that students widely
consented to mobile learning because mobile networks make it simple for them to explore, gain
1253 Eric S. Parilla

and work individually on learning resources in a short period. Woo's (2000) studies revealed that
dialogues about online education implementation have been time-consuming and challenging.
Similarly, the attitudes or behaviors towards online education, Warnet et al. (2000) researched
students typically using the internet in social work. The study claimed that most participants were
of the notion about the course module of online education, which was helpful to their overall
learning involvement. Sandars et al. (2008) assesses students' attitudes regarding allowing
learning through the internet in the biology module at the tertiary level. The research disclosed
increasing effects on students' learning regarding their problem-solving systems and the
development of crucial thinking skills.

On the other hand, Paris (2004) also evaluated and tested cognition, affective and behavioral
aspects among the 52 students of the public institutions in Australia with a special mention of
their online education attitudes. The results revealed a better answer of students supporting online
education programs, while dissimilarities regarding gender-wise attitude were recorded. Lastly,
Ullah et al. (2017) revealed no significant relationship between learners' interest in computers
and convenience in using online learning. No intermittent internet connection, not understanding
students' online education leads to negative online learning attitudes. Finally, Hoq (2020) said
that many university students prefer conventional class types to online learning. The latter is just
supplementary to the face-to-face class.

2.3. Perceived Academic Stress on Online Education

According to Al-Sowygh (2013), stress comes in various shapes to a person's life. Stress is a bio-
psychosocial pattern that indicates the result of an individual's failure to react sufficiently to
mental, emotional, or physical needs, whether real or illusory. On the other hand, according to
Akhlaq et al. (2010), stress is considered as a psychophysiological process, which stems from the
contact of the person with the situation and results in interruptions triggered to the physiological,
psychological, and social environments, altering upon unique individualities and psychological
procedures. The person's characteristics may include gender, health conditions, heredity, and
socioeconomic environment. Psychological processes denote such features as behaviors, values,
and several personality traits (Gormathi, 2013).

Study results revealed that learners suffer some kind of stress. Therefore stress is part of learners'
being and can impact how learners cope with university life requirements (Ramos, 2011). Other
researchers have credited several emotional and physical symptoms among college students, such
as tiredness, head sickness, depression, and stress (Abdullah & Mohd, 2011; Soliman, 2014).
Extreme stress among learners results in weak academic learning, university dropout, addictions,
criminalities, and other wrongdoings. Moreover, Soliman (2014) contends that high-stress levels
precede anxiety and lead to a higher frequency of mistakes and inappropriate behavior such as
cheating in tests, deception, and dishonesty. A study by Kwaah (2017) revealed that online
education complements tertiary education in Ghana.

To sum it up, the theoretical underpinnings used in this study are the following:
1. Ullah et al. (2017) study is used for the students’ perceptions towards online learning;
2. The theory developed by Mkonto (2010) was utilized for the learning preferences; and
3. Kwaah’s (2017) research was used to describe the level of academic stress.
3. RESEARCH PROBLEMS
 The Mediating Effects Of Student Attitudes On The Learning Preferences And Perceived 1254
Academic Stress Towards Online Education

Generally, this research aims to find the association between learning preferences and perceived
academic stress experienced by students on online education in Ilocos Norte. Specifically, it
answered the following research questions:
1. What are the learning preferences of students in terms of:
a. Visual language;
b. visual numerical
c. expressive written;
d. expressive oral
e. social individual
f. social group;
g. auditory language
h. auditory numerical
i. Kinaesthetic?
2. What are the attitudes of students towards online education?
3. What is the level of academic stress experienced by students in online education in terms
of:
a. Academic-related;
b. Psychosocial?
4. Is there a significant relationship between learning preferences and perceived academic
stress experienced by students towards online education?
5. Is there a mediating effect of student attitudes on the learning preferences and perceived
academic stress experienced by students towards online education?

3.1. Hypotheses Development

Hypothesis 1: There is no significant relationship between learning preferences and the

level of academic stress experienced by students.

There are limited studies found in the literature correlating learning preferences to stress. One
study found was that of Yazici (2017). This study investigated the relationship between social
studies professors" learning styles, test anxiety and academic achievement. According to the
findings, there was a positive low-level and significant relationship between learning styles and
anxiety levels. On the other hand, a study by Gümüşburun Ayalp (2016) found that the learning
style dissimilarities of architecture students significantly affect anxiety. In other words,
mentoring students in the efficient and effective utilization of learning styles might be
advantageous in reducing anxiety.

Hypothesis 2: There is no mediating effect of student attitudes in learning preferences and

academic stress on online education.

A study done by Dikmen (2020) sought to determine if attitudes about distant education had a
role in understanding the connection between e-learning styles and academic accomplishments of
students enrolled in medical school courses that were delivered entirely online. Students at a
university's six-year medical program were the subjects of the study, which had 148 students in
all. Students participated in the study by completing the e-learning styles scale, the attitude scale
toward distant education, and an online questionnaire that included some demographic
1255 Eric S. Parilla

information using a Moodle-based Learning Management System, among other things (LMS).
Additionally, the end-of-year grade point averages of the students were taken into consideration
for the study. According to this study's findings, the direct influence of e-learning styles on grade
point average and the indirect effect on attitude toward distant education were examined using
the mediation model of analysis. It was discovered that gender does not significantly impact e-
learning methods or attitudes toward distance education. It was shown that students who used the
internet more often daily had more positive opinions about distance education. According to the
study's findings, one's attitude toward distant education has a mediating influence on the link
between e-learning style and academic performance. It is critical to consider e-learning styles and
attitudes toward remote education to enhance academic achievement in online medical courses
and deliver better learning outcomes for students.

On the other hand, several pieces of literature established the relationship of student attitudes to
learning preferences. It was said that there is a significant positive relationship between attitudes
and learning preferences or styles (Carulla & Hipona, 2018; Fisher et al., 2013; Cline and Fay,
2000). It was said that depending upon the attitude, whether positive or negative, a specific
learning style will emerge.

3.2. Research Paradigm

Figure 1: Research Paradigm

Perceived
Learning
Academic
Preferences
Stress

Attitudes
towards Online
Education

Figure 1 describes the research paradigm of the study. The independent variable is the students'
learning preferences, and the dependent variable is the perceived academic stress. On the other
hand, the mediating variable is the attitudes towards online education.

4. METHODS
 The Mediating Effects Of Student Attitudes On The Learning Preferences And Perceived 1256
Academic Stress Towards Online Education

4.1. Participants

The study respondents were selected using a convenience sampling technique. They were the
tertiary students of the seven colleges and universities in Ilocos Norte, namely Northwestern
University, Mariano Marcos State University, Divine Word College of Laoag, Data Center
Laoag, STI-Laoag, and Ama Computer Laoag. Using the Sample size calculator by Raosoft,
with a 5% margin of error and confidence level at 95% and a total approximate population of
20,000 students, the full sample size is 377 respondents were computed. Google form was used
to gather data virtually. The estimated acceptable sample size is 377, but because the data
gathering procedure was done virtually, the actual number of respondents was 2410 students.

Table 1 reveals the respondents' demographic profile. There are 2410 respondents, and out of
this, 1353 or 56.1% are aged 20-21, 861 or 36.6 belongs to the age group of 18-19 years of age.
Also, in the table, it can be deduced that 1024 respondents or 42.5% are students of MMSU, 881
or 36.6% came from NWU, 277 or 11.5% came from Data Center Laoag, and only 6.2% or 149
students came from DWCL.

Table 1: Demographic Profile of Respondents

Baseline Characteristics n %
Age
Below 15 years old 2 .1
15-17 8 .3
18-19 881 36.6
20-21 1353 56.1
More than 21 years 166 6.9
University/college
NWU 881 36.6
MMSU 1024 42.5
DWCL 149 6.2
DATA 277 11.5
STI 8 .3
NCC 51 2.1
AMA 20 .8
Year level
1st year 596 24.7
2nd year 731 30.3
3rd year 990 41.1
4th year 71 2.9
5th year 22 .9
Family income
Below p10000 1170 48.5
10,001-20,000 683 28.3
20,001-30,000 273 11.3
30,001-40,000 133 5.5
40,001-50,000 55 2.3
Above p 50,000 96 4.0
1257 Eric S. Parilla

Most of the respondents (990 or 41.1%) are third-year students, and 731 or 30.3% are second-
year students. Only 24.7%, or 596, are first-year students. Lastly, according to income, 1170 or
48.5% of the respondents have below P10,000 family income. 683 or 28.3% have income level
of 10,000-20,000 and 273 respondents or 11.3% have family income of P30,001-40,000.

4.2. Research Instrument

The research instrument used in the research was a questionnaire. There are four sections of the
questionnaire. For the first part, the demographic profile, and the second part, the student
attitudes towards online education, the 3rd part is the learning preferences. The fourth part is the
level of academic stress experienced by the students. The demographic profile consisted of age,
university/college, year level and monthly family income. The second part was adapted in Ullah
et. al's (2017) research entitled Students' Attitude towards Online Learning at Tertiary Level. On
the other hand, the learning preferences questionnaire was based on the Learning Styles
Inventory by Mkonto (2010) from the Center for Innovative Teaching Experiences (C.I.T.E).
Lastly, the perceived academic stress is adapted from Kwaah's (2017) research entitled Stress and
Coping Strategies among Distance Education Students at the University of Cape Coast, Ghana.

4.2.1. Reliability Results

Table 2: Reliability Analysis

mean sd Cronbach's α
scale 3.02 0.329 0.895

Table 2 revealed that the Cronbach Alpha of the questionnaire is .895, which is interpreted as
respectable. The acceptable Cronbach alpha is 0.70 or higher, which means that the utilized
questionnaire is generally reliable.

4.3. Data Analysis

A quantitative design was used in the present study. Learning preferences were explained using
frequencies, and weighted means were employed to explain student attitudes toward online
education and perceived academic stress. Moreover, a causal research approach was utilized to
measure the relationships of the learning preferences and perceived level of stress towards online
education., The structural equation modeling (SEM) using Jamovi software was utilized to
estimate the parameters' mediation model. The researcher utilized the SEM to determine the
mediating effects of students’ attitudes in the relationship of learning preferences and the level of
stress experienced by the students.
 The Mediating Effects Of Student Attitudes On The Learning Preferences And Perceived 1258
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5. RESULTS

5.1. Learning Preferences of Students in Ilocos Norte

Table 3: Major Learning Preferences of Students in Ilocos Norte

Major Minor Negligible Use Total
Learning Preferences
n % n % n % N
Kinaesthetic tactile 193 8 2188 90.79 29 1.2 2410
Social individual 242 10.04 2097 87.01 71 2.95 2410
Social group 502 20.83 1887 78.30 21 .87 2410
Visual language 602 24.98 1801 74.73 7 .29 2410
Expressive oral 152 6.30 2150 89.21 108 4.48 2410
Expressive written 414 17.18 1986 82.41 10 .41 2410
Visual numerical 396 16.43 1975 81.95 39 1.62 2410
Auditory language 337 13.98 2062 85.56 11 .46 2410
Auditory numerical 68 2.82 2042 84.73 300 12.44 2410
Note: Major Learning Preference; Minor Learning Preference; Negligible Use Learning Preference.

Table 3 presents the frequencies of the major and minor learning preferences of students. As can
be gleaned from the table, 602 students have a significant learning preference for Visual
Language (n=602 or 24.98%), which means they learn best when seeing what is presented.
Another primary learning preference of students in Ilocos Norte is the Social group (n=502 or
20.83%) which means that these students learn the most when in the group. The third significant
learning preference of students in Ilocos Norte is Expressive Written (n=414 or 17.18) which
means that these students learn best when they express themselves in written form.

5.2. Attitudes towards Online Education

Table 4: Students' Attitudes Towards Online Education

Statements x̄ VI
It is difficult to understand online learning without getting acquainted with 3.39 SA
appropriate guidance.
It is not easy to regularly favor online learning due to the minor face-to-face 3.30 SA
interaction among students and teachers.
Slow computers and poor internet connections discouraged to use of online 3.59 SA
learning.
As a helpful program suggested for peers to utilize online learning for online 3.12 A
learning materials.
Online learning is often avoided as it promotes social isolation. 2.93 A
Online learning highly motivates students to take advanced courses. 2.47 DA
Using online learning makes learning enjoyable. 2.36 DA
Notes: 1.00-1.75 – Strongly Disagree (SD); 1.76-2.50 – Disagree (DA); 2.51-3.25 – Agree (A); 3.26-4.00 – Strongly
Agree (SA).

Table 4 presents the students' attitudes toward online education. It can be deduced that the
biggest hindrance to online education is a slow computer and poor internet connections (x̄= 3.59).
Another highlight of the results is that students believe it is difficult to understand online
education without proper guidance (x̄=3.39). Also, students believe that it is difficult to favor
1259 Eric S. Parilla

online education because they still want face-to-face interaction with their colleagues. Another
exciting outcome is that students find online learning uninteresting (x̄=2.36).

5.3. Perceived Academic Stress

Table 5: Level of Perceived Academic Stressors in Online Education

Stressors x̄ VI
A. Academic-related
High academic workload 3.22 MS
Dissatisfaction with lectures 2.97 MS
Poor performance in examinations 2.98 MS
Lack of learning materials/resources 3.12 MS
Difficulty reading and understanding modules 3.06 MS
B. Psychosocial stress
Inability to manage time 3.08 MS
Inability to concentrate during the lecture 3.10 MS
Anxiety about performance in exams 3.21 MS
High parental expectations 3.08 MS
Worries about future 3.34 HS
Loneliness 2.99 MS
Financial problems 3.08 MS
Family/marriage problems 2.45 SS
Difficulty relating to members of the opposite sex 2.35 SS
Lack of time for relaxation 3.20 MS
Notes: 1.00-1.75 – No Stress (NS); 1.76-2.50 – Slight Stress (SS); 2.51-3.25 – Moderate Stress (MS); 3.26-4.00 – High
Stress (HS).

Table 5 shows the level of perceived academic stress experienced by students because of online
education. It can be deduced that the highest level of academic stress they are experiencing is the
high academic load (x̄=3.22) with the verbal interpretation of Moderate Stress. Moreover, they
experience Moderate Stress because of scarcity or lack of learning material or resources
(x̄=3.12). Another interesting finding is that students are stressed out because they have difficulty
reading and understanding the modules (x̄=3.06) with a verbal interpretation of Moderate Stress.

On the other hand, in psychosocial stress related to academics, students are experiencing High
Stress worrying about the future (x̄=3.34). Moreover, they feel Moderate Stress because of their
performance in exams (x̄=3.21), lack of time for relaxation (x̄=3.20) and inability to concentrate
during lectures (x̄=3.10).
 The Mediating Effects Of Student Attitudes On The Learning Preferences And Perceived 1260
Academic Stress Towards Online Education

5.4. Relationship between Learning Preferences and Perceived Academic Stress

Table 6: Results of the Linear Regression

Model R R2 Adjusted R2
1 0.196 0.0386 0.0358
Model Coefficients- Academic Stressors
Predictor Estimate SE T p
Intercept 2.083 0.1101 18.92 < .001
Preferences 0.339 0.0376 9.02 < .001

Table 6 shows the linear regression results of the independent (learning preferences) and
dependent (perceived academic stress) variable, and The p-value is <.001, which means there is a
significant relationship between the two variables. The r 2, equal to .0327, shows a low positive
correlation between learning preferences and perceived academic stress. Looking into the
adjusted r2 of .0327, 3.27% of the outcome variable, perceived stress, is explained by learning
preferences. More factors explain why the students feel these stressors.

5.5. Mediation Results

Table 7: Results of Mediation

Effect Estimate SE Lower Upper P % Mediation
Indirect 0.195 0.0209 0.1553 0.236 < .001 57.9
Direct 0.141 0.0352 0.0695 0.205 < .001 42.1
Total 0.336 0.0341 0.2689 0.399 < .001 100.0
Note: *p< 0.05.

Mediation analysis was performed to evaluate the mediating role of students' attitudes toward
online education on the linkage between students' learning preferences and perceived academic
stress. The results (see Table 7) revealed that the total effect of learning preferences on perceived
academic stress was significant (b = .336; t=9.84, p<.001). With the inclusion of the mediating
variable (students' attitudes toward online education), the impact of learning preferences on
perceived academic stress in online education was still found significant (b=0.141. t=4.02,
p<.001). The indirect effect of learning preferences on perceived academic stress through
students' attitudes was significant (b = .195; t=9.31, p<.001). This illustrates that students'
attitudes towards online education fully mediate the relationship between learning preferences
and perceived academic.

6. DISCUSSIONS

The study showed that students in Ilocos Norte have learning preferences of visual language,
social group and expressive writing. This means that students in the Province learn best if they
see what is presented to them, are grouped, and express through writing. This does not agree with
Mkonto’s (2010) results, wherein in his University, most students are social individual and
auditory numerical. Learners' awareness of their learning preferences could aid them to obtain
learning capacities so that they can profoundly pick the most appropriate learning styles from
different kinds of learning preferences to meet particular requirements of the job or activity on
1261 Eric S. Parilla

hand. In connection to a study by Onyema et al. (2020), the Coronavirus pandemic has harmed
schooling. It is emphasized in the paper that technology should be implemented in education as a
means of mitigating the impacts of Coronavirus and other potential pandemics in the educational
setting. In the wake of the unprecedented school closures caused by Coronavirus, the whole
educational community, particularly those who have yet to embrace or implement emerging
learning technologies that facilitate online or remote education, should take note. Participants in
the education sector must establish comprehensive plans to deal with the post-Coronavirus era.

Moreover, the study results revealed that in Ilocos Norte, students do not have a positive attitude
regarding online education due to poor connection to the internet and difficulty understanding
online education. Most students still favor the face-to-face mode of teaching. This agrees with
Ullah et al.’s (2017) and Duraku et. al.’s (2020) findings, where tertiary students at his University
also had a negative attitude towards online learning. Moreover, upon an interview of some
respondents, it was revealed that the internet connectivity in their respective places was
improved. An appropriate attitude towards online education will be developed. According to
students who took part in the survey, the most challenging component of online learning during
COVID-19 was maintaining concentration. Their psychological condition as impacted by current
circumstances, their solitude at home, and the changes in their way of life are all factors to
consider. The structure of lectures has changed as well as the implementation of teaching
obligations online. Additional factors influencing students' negative perceptions of online
learning included the following: distraction by family members, decreased level of motivation to
engage in online learning, overload with assignments and fatigue, increased use of technology,
the family environment is not conducive to learning, doubts and concerns about the future of
online learning. Also, there was a negative attitude toward online learning because students
prefer face-to-face classes to online classes. This finding of the study was the same as that of Hoq
(2020), where it was revealed in his study that online education is just an add-on to the
conventional classes and not a replacement. Online education is crucial to incorporate into the
education system because of different technologies and students' changing attitudes. However,
the conventional or face-to-face classes should not be abolished entirely in our system, but rather
it should be a combination of the two types. Instead, universities and colleges should use
"blended" learning where the two types are put together, maintained, and utilized.

Another fascinating result of the study was the perceived stress level experienced by students
because of online education. In terms of academic-related stress, the students are most stressed
on plenty of workloads, lack of materials, and difficulty understanding modules. Based on the
researcher's experience, many learners find it difficult to decipher some instructions in the
modules. However, the results showed moderate stress, which means that Ilocos Norte students
manage their education quite well. They are not yet burn-out. This result followed the findings of
Kwaah (2017). He said that distance education had caused anxiety and stress to the students
because of his high academic workload, high frequency of exams and financial/family problems.

Nevertheless, what is alarming is that students' significant source of stress is psychosocial stress,
which is worrying about the future. A group of students interviewed revealed that they are
anxious about the uncertainty of the future of their education, of their jobs, and life as a whole.
With the pandemic brought about by Covid-19, the students are agonizing if they can continue
their education and careers. This result is aligned with Duraku et al.’s (2020) study, which was
with the notion that there is nothing to worry about in the future in Kosovo because of the
 The Mediating Effects Of Student Attitudes On The Learning Preferences And Perceived 1262
Academic Stress Towards Online Education

pandemic. Furthermore, while some students expressed an interest in taking online courses,
others, citing the detrimental impact of the closure of educational institutions on their daily lives,
expressed a lack of enthusiasm and negative views toward online learning (Quacquarelli
Symonds, 2020). Students indicated that being quarantined at home during COVID-19 and the
closure of educational institutions were two of the most significant factors contributing to their
experience of being cut off from society and their social groups (Killan, 2020). Because of
unfavorable familial circumstances, students had bad experiences while going home during the
pandemic (Killan, 2020).

As for the relationship between learning preferences and perceived academic stress, it was found
that there is a significant relationship between the two variables. In the linear regression's
adjusted r2, the learning preferences revealed only a low positive relationship between learning
preferences and perceived academic stress. This resembles Hlya's (2018) research and Stomff's
study (2014), where learning preferences and perceived stress have a significant relationship. The
mediation results suggested a full mediating effect of students' attitudes in the relationship of
learning preferences and perceived academic stress. This suggests that students' attitudes
regarding online education have an effect on the link between their preferred methods of
instruction and perceived academic stress. However, it underlined that the link is "weak positive"
(low adjusted r2 value), implying that learning preferences/styles do not contribute significantly
to academic stress. This may only suggest that additional factors, such as a teacher's ability to
encourage their students, could influence learning preferences. In simpler words, there are other
variables aside from academic stress that affects learning preferences.

6.1. Implications and Future Research Directions

COVID-19 pandemic is predominantly a health catastrophe. The majority of the countries have
chosen to close universities. The catastrophe shape up the predicament policymakers is
confronting between closing universities or keeping them operational. Many people felt the stern
short-term disturbance: home-schooling is an enormous shock to families' productivity and
children's social well-being and education. Teaching is shifting online on an experimental and
unproven scale. Learner evaluations are also shifting online, with many trials and errors and
doubt for everyone. This study evaluated the learning preferences, perceived stress and students'
attitude towards online education and learning, presenting the predicament students and learners
faced with this new learning environment. This research will contribute to the enhancement of
learner's experience in online education. New teaching strategies will be adopted and carried out
because this research presented students' everyday learning experiences such as flipping
classrooms, use of e-books and learning management systems. This study also investigated the
impact of learning preferences on perceived academic stress if suited to online learning.
Furthermore, in finding the students' learning preferences in Ilocos Norte, new strategies for
instructions and faculty adjustments can be implemented such as the use of case studies, role
playing and other types of assessments and activities that professors can implement. Moreover,
now that the mediating effect of student attitudes towards online education on the relationship of
learners preferences and perceived academic stress, policymakers and school administrators
would know how to improve students' attitudes towards online education since it is a mediator.

One of the study's limitations is that this study was conducted seven months after the closure of
schools due to the Corona Virus pandemic. Meaning, the faculty and students are still adjusting
1263 Eric S. Parilla

to the “new normal” education. Remote learning in the Province of Ilocos Norte is new, and
students are not used to this education scheme. They are more adjusted to the old normal, which
is the face-to-face.

For future research direction, researchers should emulate this research in other provinces so that
administrators and policymakers of higher education institutions know how to improve their
learning management systems. Another research that should be done is students' learning
preferences to know what types, designs, and schemes should teacher place in the modules to
prevent academic stress brought about by online education.

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