The Predictors of Students’ Satisfaction and Academic Achievements in Online Learning Environment in Higher Education

Abstract

Student satisfaction is crucial in remote education course evaluation because it is linked to the quality of online programs and student academic performance. Meanwhile, self-regulated learning is crucial in both traditional and online learning environments since it involves the ability to organize, manage, and control their learning process. In this study, the authors tested the correlations between student satisfaction and academic achievement involving student characteristics, self-regulated learning, and Internet self-efficacy. Data were collected from 750 undergraduate students responding to an online survey questionnaire. To examine the correlation between factors in this research, a correlation analysis approach in SPSS 25 was utilized. Qualitative data were coded using MAXQDA in order to figure out other factors affecting student satisfaction. The results of the research showed Internet self-efficacy, self-regulated learning, student satisfaction, and academic achievement were significantly correlated with each other whereas gender and students’ prior experience online were perceived to highly correlate with those constructs as well. Qualitative results indicated factors impacting students’ satisfaction in online learning and supported most part of the quantitative results. Pedagogical implications and limitations of the study are also discussed.

Predictors of Student Satisfaction and Perceived Learning in Online Distance Learning: The Effects of Self-efficacy and Interaction

“…However, perceived usefulness has no impact on student satisfaction. Consistent with the previous finding, Dinh et al (2022) found that self-efficacy and self-regulated learning predict student satisfaction, thus leading to favorable academic outcomes and achievements. Based on the survey conducted on 1,195 university students from Thailand, Malaysia, Indonesia, and China, Yan-Li et al (2022) documented a surprising result where more than 60% of the students were not satisfied with their online learning courses due to low online learning readiness in terms of online learning preference, direction, self-efficacy, and hardware-soft skill supports.…”

“…This finding suggests that when there is an increase in self-efficacy, learner-content interaction, and learnerlearner interaction, the level of student satisfaction in the online environment will be expected to increase. In terms of self-efficacy, the finding of the current study is in line with a study conducted by (Karim et al, 2021;Dinh et al, 2022;Aldhahi et al, 2022). Strong selfefficacy gives students the confidence to believe they can complete any task, no matter how challenging.…”

“…The same researcher also discovered that student satisfaction is predicted by self-efficacy. Dinh et al (2022); Aldhahi et al (2022) consistently came to the same conclusion and claim that students are more likely to be satisfied and improve their academic performance when they feel confident in their ability to study online. She et al (2021) revealed that academic self-efficacy and student engagement partially mediated the relationship between interaction and online learning satisfaction.…”

“…When students are satisfied, they are motivated to engage, respond actively and be conducive to a productive learning environment (Becirovic et al, 2022). In the context of online learning, various factors can influence student satisfaction, including self-regulated learning, self-motivation, self-efficacy, student learning style, educator knowledge, and facilitation, course structure, interaction, perceived ease of use, perceived usefulness, and role of the university (Alenezi, 2022;Yan-Li et al, 2022;Dinh et al, 2022;Becirovic et al, 2022;Baherimoghadam et al, 2021;She et al, 2021;Karim et al, 2021;Baber, 2020;Aristovnik et al, 2020;Alqurashi, 2017;Kuo et al, 2014;Eom et al, 2006). Additionally, the benefits of online learning such as convenience, flexibility, and cost-saving also enhance student satisfaction (Dinh et al, 2022;Elshami et al, 2021).…”

“…In the context of online learning, various factors can influence student satisfaction, including self-regulated learning, self-motivation, self-efficacy, student learning style, educator knowledge, and facilitation, course structure, interaction, perceived ease of use, perceived usefulness, and role of the university (Alenezi, 2022;Yan-Li et al, 2022;Dinh et al, 2022;Becirovic et al, 2022;Baherimoghadam et al, 2021;She et al, 2021;Karim et al, 2021;Baber, 2020;Aristovnik et al, 2020;Alqurashi, 2017;Kuo et al, 2014;Eom et al, 2006). Additionally, the benefits of online learning such as convenience, flexibility, and cost-saving also enhance student satisfaction (Dinh et al, 2022;Elshami et al, 2021). However, issues such as the quality of online instruction, problems with connectivity, unsuitable study surroundings, and unavailability of electricity could lessen student satisfaction with online learning (Iqbal et al, 2022).…”