Correlation Between Computer Self-Efficacy Belief and Computer Value Belief during the New Normal

In the light of the New Normal, the students' attention has moved to computer technology. Thus, this research study investigated the VSU-Isabel students' computer self-efficacy and computer value during the New Normal. The study employed quantitative-descriptive research utilizing the mean and standard deviation of the students' responses in the survey items. It also employed a correlational approach in establishing the relationship between students' computer self-efficacy and computer value. A convenience sampling technique was used to arrive at a sample of 687 student-respondents from 1st year to 5th year. The research study revealed that the students are undecided if they can use computers compared to the other students. Also, it was found out that students agreed about the value of computers. Additionally, the study revealed that there is a significant and low positive correlation, r (685) = .387, p = .01, between the students' computer self-efficacy belief and computer value belief during the New Normal. These findings recommend the expanded use of technology during the new normal such as using different available digital platforms to develop the computer self-efficacy of the students. 


Introduction
A computer is an essential tool in facilitating students' learning. The computer contributes to efficient work. Without any warnings, the schools must change to online education or modular distance learning (Ancheta and Ancheta, 2020). The universities must make new strategies to teach the students in this new normal. It is easy for the teacher and students to cope with this new normal through a computer. Knowing the self-efficacy of the students towards the use of computers can help them to enhance their capability. The computer value belief is essential since the researcher can determine if the computer is helpful and can guide the students in the future. In this regard, this research study will identify the levels of the students in computer value beliefs. Bandura (1986) defines self-efficacy as the judgment of the people of their capabilities to organize and execute the action. Self-efficacy means an individual's confidence in their ability to carry out a given course of action to accomplish a task (Bandura, 1997). According to Bandura (1997), it is a multidimensional construct with strength, generality, and level. Computer self-efficacy has a massive impact on students' assumptions towards computer use (Compeau & Higgins, 1995). Computer self-efficacy belief means that the person's belief in their ability to use the computer (Petty and Loboda, 2011). Computer self-efficacy plays an essential role among the students and teachers. Computer skills are associated with the effective use of computers (Deng, Doll, and Truong, 2004;Abdullah & Mustafa, 2019). Several students with low computer self-efficacy will get confused when they come across computers (Simsek, 2011;Abdullah & Mustafa, 2019 low self-efficacy will be more frustrated because of the obstacles to their performance, which will lower their capability (Compeau and Higgins, 1995). Students with a high computer selfefficacy level will have high expectations (Gülten et al., 2011;Abdullah & Mustafa, 2019) and increased confidence when using the computer. Another study revealed that computer selfefficacy increases performance and reduces computer-induced anxiety (Burkhardt & Brass 1990;Harrison & Rainer 1997).
Computer value beliefs mean that students believe that their principles are essential when they use a computer. The computer value beliefs analyze the students' purpose for engaging in a computer or task. The task-value belief for students has different components: the intrinsic value, the attainment value, and the utility value (Eccles & Wigfield 1995;Vekiri & Chronaki 2008). A student's value perspective believes that something is good and desirable and either a conscious or unconscious motivator (Haralambos, 1997;Eccles & Wigfield 1995). According to Singh et al. (2007), self-efficacy and value beliefs are significant predictors of students' intention to enroll in optional computer courses.
This research study evaluated the computer self-efficacy belief and computer values belief for the new standard education. The study hoped to help the school, parents, and students conduct awareness about the importance of computers in education and how technological learning skills benefit the students. In addition, the study shared knowledge about computer selfefficacy and computer value belief. Also, it served as the basis for future researchers in their conduct of study related to the research topic.
This research study aimed to establish the students' computer self-efficacy belief in the new normal, students' computer value belief in the new normal, and the correlation between the students' computer self-efficacy and students' computer value

Participants
The respondents of this research study were 1st to 5th-year college students of Visayas State University-Isabel SY. 2020-2021 that were selected using a convenience sampling technique. The researchers informed the participants via messenger, email, and text messages. Out of the total student population of 1,121, only 687 (61.28%) students responded. The researchers used the Google form to survey in the first two weeks of February 2021. Then, data was retrieved in the third week of February 2021.

Research Instruments
The research instrument was web-based and administered using Google Forms. It is composed of three different parts: (1) Demographics; (2) Computer Self-Efficacy Belief questionnaire; and (3) Computer Value Belief questionnaire. The demographic characteristic includes the respondents' sex, age, course, and year level. The original Motivational Beliefs and Social Support (MBSS) survey consisted of 17 questions divided into four categories: Computer Self-Efficacy Belief, Computer Value Belief, Perceived Parental Support, and Perceived Peer Support. In this study, only two (2) categories from MBSS were included in the questionnaire: computer self-efficacy belief and computer value belief. These two categories composed the second and third part of the survey questionnaire consisting of 3 questions related to computer self-efficacy belief adopted from Vekiri & Chronaki (2008). It is measured on a five-point Likert scale (1=strongly disagree, 2=disagree, 3=undecided, 4=agree, and 5=strongly agree). The third part of the survey questionnaire consists of 5 questions related to computer value belief adopted from Vekiri & Chronaki (2008). It is measured on a five-point Likert scale (1=strongly disagree, 2=disagree, 3=undecided, 4=agree, and 5=strongly agree). Science -4.65%), Bachelor of Industrial Engineering (BSIE -8.29%), Bachelor of Information Technology (BSIT -5.67%), and Bachelor of Science in Mechanical Engineering (BSME -11.35%).  This level of the VSU-Isabel students' computer self-efficacy during the new normal has to be paid attention to in terms of academic policy and guidelines. According to the study of Fagan, et. al. (2016), computer self-efficacy is positively related to computer usage. It implies that online class activities with the VSU-Isabel students during this new normal may be affected since the students do not have a high level of competence in computer use which is affected by their computer self-efficacy. Interval: 4.3 -5.0 (Strongly Agree); 3.5 -4.2 (Agree); 2.7 -3.4 (Undecided); 1.9 -2.6 (Disagree); 1.0 -1.8(Strongly Disagree) Table 3 shows the results of students' responses on a computer value belief survey. The table revealed an overall mean of 3.91 which means that the students agreed about computer value. Among the five statements, 4 and 5 bear the highest mean of 4.13 (agree), it is important to improve my computer skills, and most professionals in the future will require computer skills. It is followed by statement 1 with a mean of 4.02 (agree); it is useful to me to have computers. Then, the third-highest mean of 3.94 (agree) from statement 3, it is important to me to be good at computers. These findings revealed that during the new normal, the students of VSU-Isabel agree on the computer value.
This level of the VSU-Isabel students' computer value belief during the new normal can serve as a benchmark when crafting academic policies to ensure that teacher-student interaction with the aid of the computer is being strengthened.  -tailed) .000 N 687 687 ** Correlation is significant at the 0.01 level (2-tailed). Table 4 presents the correlation between the level of students' Computer Self-Efficacy Belief and Computer Value Belief. Using the alpha level (0.05) and degree of freedom (685), the researcher looked up a critical value in the r-table and found a critical value of 0.079. If Pearson r is greater than the r-table value, the researcher shall reject the null hypothesis. If Pearson r is less than the r-table value, the researcher must not reject the null hypothesis. Since Pearson r (0.387) is greater than the r-tabled value (0.079), reject the null hypothesis.
Out of the statistical treatment applied to the data from the survey, the researchers found out that the computer self-efficacy beliefs and computer value beliefs have a significantly low positive relationship, r (685) = .387, p = .0000. The degree of the strength and direction of the relationship between the students' computer self-efficacy beliefs is lowly related to the computer value belief among 687 VSU -Isabel students.
These findings on the relationship between students' computer self-efficacy and computer value belief during the new normal can significantly contribute to the administrative guidelines and policies. These can serve as a basis for enhancing teacher-student interaction during the new normal

Conclusion
In conclusion, the students in VSU-Isabel are undecided about their computer self-efficacy. It implies that the students in VSU-Isabel are still undecided if they can use a computer compared to the other students. Also, the students agreed about the computer value. It implies that the students in VSU-Isabel believe that computers are handy and essential since most professions will require computer skills. The study shows that computer self-efficacy belief and computer value belief have a significantly low positive correlation with r (685) = .387, p <0.05 among the 687 respondents.