COVID-19 pandemic hampered the global economy and movement of people. Education which is traditionally delivered in face-to-face settings was severely affected. This led to the temporary closure of schools and universities around the world. To ensure continuity of teaching delivery, academic institutions adopted full online learning. The sudden adoption of remote learning gained different feedback from various stakeholders. The Philippines, as one of the developing economies in Southeast Asia, had reached the mark in terms of the total no. of cumulative cases, placing the country in the 11^th to 20^th bracket. Due to this prolonged mode, students shared increasing dissatisfaction towards remote learning. This research aims to understand the causal relationship of dissatisfaction factors namely: 1) Academic Teaching, 2) Academic Support, 3) Accessibility, 4) Learner and 5) Community Social through Structural Equation Modelling (SEM) and 12  Engineering program outcomes designed by the Commission on Higher Education (CHED) in terms of knowledge, skills, and attitude. Results show that all dissatisfactions factors have a direct influence on specific program outcomes. SO1, SO2, SO3, SO5, SO9, and SO11 were identified to be critical and need to be attended by HEIs.