Teaching Presence and Immediacy: Effects to Cognitive and Affective Learning of Social Studies Students in a State University

The transition from the interactive and familiar environment of traditional class settings to the virtual world appears to be difficult for both the facilitator and the student amid a pandemic. Thus, the present study determined the effects of teaching presence and immediacy to cognitive and affective learning of BSE-Social Studies students during online classes at the College of Teacher Education, President Ramon Magsaysay State University, Iba, Campus. The study used descriptive quantitative research that aims to describe the demographic profiles of the respondents (age, sex, and year level) and determine the effects of teaching presence and immediacy on cognitive and affective learning in online classes. In collecting the data, the researchers used a survey questionnaire that identified the teaching presence and immediacy effects on the cognitive and affective learning of students. Based on the findings of the study, the researchers concluded that the students-respondents were typically young adults, female and mostly first year college students. In addition, online courses have been found out to boost students’ cognitive learning. Moreover, there were no significant differences in age and sex in terms of teaching presence and teaching immediacy on both cognitive and affective learning. Furthermore, there was a significant difference in respondents' year level in terms of teaching presence on both cognitive and affective learning. But in terms of teaching immediacy, cognitive learning has a significant difference in the year level but not affective learning.