An Exploration of Online Learning Habits and Academic Productivity of BSIT Students

Abstract

This study explores the relationship between online learning habits and academic productivity among Bachelor of Science in Information Technology (BSIT) students at West Visayas State University–Himamaylan City Campus (WVSU-HCC) during the first semester of Academic Year 2025–2026. Grounded in Zimmerman’s (1989) Self-Regulated Learning (SRL) theory, Davis’s (1989) Technology Acceptance Model (TAM), Vygotsky’s (1978) Constructivist Learning Theory, Sweller’s (1988) Cognitive Load Theory, and Astin’s (1984) Theory of Student Involvement, the study investigates how students’ learning behaviors in digital environments impact their academic productivity. A quantitative-correlational research design was employed, involving 117 BSIT students selected through stratified random sampling. Data were collected using a validated and reliable researcher-developed survey instrument, with internal consistency coefficients of α = .916 for online learning habits and α = .910 for academic productivity. Descriptive statistics and Spearman’s rank-order correlation were used to analyze the data. Results revealed that BSIT students commonly engaged in productive online learning habits, including collaboration, time management, and digital tool use. A statistically significant and strong positive correlation was found between students’ online learning habits and their academic productivity. These findings suggest that well-developed self-regulatory and digital competencies are predictive of higher academic output in online and blended learning environments. The study concludes with recommendations for integrating SRL training, promoting peer collaboration, optimizing instructional design, and implementing institutional strategies that support cognitive and emotional engagement in virtual learning settings.