COMPUTER SELF-EFFICACY, ACADEMIC SELF-EFFICACY, STUDENT'S ENGAGEMENT, LEARNER'S PERSISTENCE, AND ACADEMIC BENEFITS /
IBRAHIM ADESHOLA; SUPERVISOR: ASSOC. PROF. DR. MARY AGOYI
- 116 sheets; 31 cm. Includes CD
Thesis (PhD) - Cyprus International University. Institute of Graduate Studies and Research Management Information Systems Department
Includes bibliography (sheets 83-106)
ABSTRACT The unforeseen spread of COVID-19 prompted institutions to make a hasty transition to e-learning, which paved the way for continuous access to educational opportunities. Therefore, the measurement of student engagement in e-learning is necessary if one is to ensure that students are involved in their studies in the same way that they would be in a traditional classroom setting. There is very little information available regarding the actions that teachers can take to help students interact with the e-learning platform while the COVID-19 outbreak is ongoing. This is because the students have a full control over their participation in the platform. In a similar vein, the existing body of research has indicated that one of the difficulties associated with the implementation of e-learning is the fact that a significant number of students multitask during class hours. As a result, on the basis of an in-depth examination of the relevant literature, a systematic model for evaluating the levels of e-learning engagement, learning persistence, and academic benefits experienced by university students was established. This study used the quantitative method of Partial Least Square-Structural Equation Modelling to validate the model empirically. The data for this study came from 274 students who were enrolled in introduction to computer course using learning management systems. For the purpose of measuring e-learning engagement, a total of nine first-order constructs were applied. They collectively accounted 75 percent of the variance in e-learning engagement, whereas learning persistence and academic benefits were each explained by 42 percent and 66 percent of the variance, respectively. Except the relationship between learning persistence and academic benefits, all of the hypotheses that were examined produced positive results.