Jul 2026· International Journal of Education and Practice· Vol 14, pp. 256-273· 0 citations· 52 references
Abstract
This study examined the influence of students' e-learning readiness on their satisfaction, as well as the moderating role of socio-demographic characteristics on this relationship among postgraduate distance education students at three Ghanaian universities: Kwame Nkrumah University of Science and Technology, the University of Ghana, and the University of Cape Coast. The study was underpinned by social cognitive theory. Using a stratified sampling technique, the study selected 500 postgraduate students enrolled in distance education programs. It utilized partial least squares structural equation modeling, specifically the disjoint two-stage method in the reflective-reflective hierarchical component model. The analysis revealed that students’ readiness for e-learning has a positive and significant effect on student satisfaction. Most socio-demographic characteristics, such as academic field, sex, age, institution, and platform skills, exert an insignificant effect on students' satisfaction, except for skill tools, which have a significant influence. Additionally, socio-demographic factors like academic fields, institutions, and skill tools significantly moderate the relationship between students’ readiness for e-learning and their satisfaction. These findings suggest that tool-specific training and readiness assessments are essential to enhance e-learning satisfaction and promote equity. Universities should prioritize skill development over demographic profiling to reduce barriers, improve retention, and increase post-COVID satisfaction.
The global shift toward technology-integrated pedagogy has intensified interest in blended learning, yet empirical evidence examining teacher educators' attitudes within Indian higher education remains limited, particularly among postgraduate education students. Moreover, few studies have investigated whether demographic variables such as gender, locality, and academic year significantly influence these attitudes. This gap is consequential given that the National Education Policy 2020 explicitly advocates inclusive, learnercentered, technology-enhanced instructional models. Grounded in this policy imperative and supported by Birbal, Ramdass, and Harripaul's conceptual framework, the present study examined attitudes of 110 M.Ed. students at Banaras Hindu University toward blended learning across six dimensions, namely online learning, classroom learning, online interaction, technology use, learning flexibility, and online environment. A descriptive survey design with a self-constructed, validated e-questionnaire was employed. Independent samples t-tests revealed no statistically significant attitudinal differences based on gender, locality, or academic year. Students demonstrated predominantly favourable attitudes, particularly toward learning flexibility and online environment, affirming blended learning as a viable and preferred pedagogical approach in contemporary teacher education.
Amit Kumar, Chhaya Soni· Educational Developments· 0 citations
Self-Directed Learning (SDL) with technology plays a significant role in preparing secondary school students to become lifelong learners in today's technological world. Yet, less research has been conducted to investigate this construct among this group of students. This study, therefore, aimed to investigate the levels of secondary school students’ SDL with technology, their perceptions of the roles of technology in their SDL, and the factors influencing it. A survey questionnaire was adopted to collect the data from 238 students, followed by semi-structured interviews with 12 students studying at a public secondary school in Cambodia. The study found that although students had positive perceptions of the role of technology in their SDL, particularly in terms of flexibility in learning, offering various learning resources, and enhancing cross-cultural knowledge, the level of students’ SDL with technology was not very high. The study yielded four main factors influencing this: a reliable internet connection, classroom experience with technology integration, knowledge of educational technology that could enable their SDL, and supporting technological devices. The findings of this study could provide an overall view of factors contributing to the promotion of SDL with technology among Cambodian secondary school students.
Saban Bon, Tive Sorn, Vannak Sao· Journal of Learning for Deve...· 0 citations
The development of digital skills in higher education has transformed the course of education (e.g. e-learning platforms) and is a crucial part of teaching and learning. In this study, we examine the effect of e-learning platforms in improving students' academic performance in Jordan, Palestine, the Sultanate of Oman, and the United Arab Emirates. The study was structured in a quantitative manner and conducted over five months starting in June. Data were collected from students enrolled in higher education institutions in the four countries. The research aims to understand the impact of e-learning platforms on students' learning in terms of accessibility, ease of use, quality of learning resources, instructor support, student engagement, and learning satisfaction. Our data can be analyzed using descriptive statistics, reliability analysis, correlation analysis, and regression methods to understand the relationship between the study variables and the most important predictors of academic performance. We expect the findings to show that effective use of e-learning platforms positively affects students' engagement and access to educational resources and learning. This study also gives the countries in the study their common challenges and opportunities to improve digital education. The findings contribute to the growing body of knowledge on technology-enhanced learning by offering empirical evidence from the Middle East and provide practical recommendations for higher education institutions, educators, and policymakers in order to increase student productivity via the successful deployment and utilization of e-learning platfor
The Role Dima Yousef, E-Learning Platforms in Lina Ali Mahmmod Aljarrah, Improving Dina Antar et al.· Journal of Intelligent Decis...· 0 citations
This study investigated the impact of learning styles on the academic performance of National Certificate in Education (NCE) students in Colleges of Education across North Central Nigeria. A descriptive correlational design was employed with data collected from a stratified random sample of 200 students using a structured VARK-based questionnaire and CGPA records. Findings revealed that the dominant preferences were multimodal (65%) and kinesthetic (20%). Pearson’s correlation and ANOVA analyses established a statistically significant relationship between learning styles and performance. Specifically, kinesthetic (r=0.42, p<0.01) and read/write (r=0.38, p<0.01) learners achieved significantly higher mean GPAs (3.42 and 3.35, respectively) than auditory (2.85) and visual (2.91) learners. The results indicate a systemic pedagogical mismatch, where the curriculum and text-heavy assessments favor kinesthetic and read/write modalities, disadvantaging auditory and visual learners. The study concludes that integrating multimodal teaching strategies is crucial for equitable academic outcomes. Recommendations include lecturer training in differentiated instruction and institutionalizing learning style awareness in teacher education programmes.
Theresa Orakwe, Abdulrahman Muhammad Saba, Anthonia Ugochukwu et al.· Direct Research Journal of S...· 0 citations
This research study examined how integration of technology influences students’ engagement with respect to their learning outcomes focusing on secondary schools. The growing engagement of digital tools in education has shifted classroom practice away from mainly teacher-led instruction towards more interactive and learner -centred approaches. Despite this de velopment, many secondary schools still experience difficulties in using technology effectively, especially where access, digital skills, infrastructure, and institutional support are limited. The study therefore investigated extent of technology use in te aching and learning and how it promotes students’ participation, classroom interaction and academic achievement. The study used descriptive survey research design, with population of secondary school students and teachers, therein 132 respondents selected by simple random sampling. Data were gathered with structured questionnaire titled “Technology Integration, Student Engagement and Learning Outcomes Questionnaire” (TISELOQ). Experts in educational technology and research methodology reviewed and validated the instrument. the Cronbach Alpha method was used to establish its reliability with a coefficient of 0.82. The research questions were answered with mean values and respective standard deviation, and t-test statistics were used for testing hypotheses at the 0.05 level of significance. The results showed the technology integration strengthens student engagement by improving participation, collaboration, and interaction during lessons. The study als o found that technology contributes positively to learning outcomes by supporting comprehension, information retention, and academic performance.
M. A. Popoola, F. A. Muftau, I. A. Miftaudeen· Australian Journal of Busine...· 0 citations
In the contemporary era of rapid technological advancement, national development is closely linked to progress in science and technology, with mathematics serving as a foundational discipline. Enhancing students’ academic performance in mathematics requires the adoption of instructional methods and materials that promote active, participatory, and inquiry-based learning. This study examined the extent to which mathematics teachers employ motivational strategies and how these strategies influence the academic performance of senior secondary school students in Kwara State, Nigeria. A descriptive survey research design was adopted. A total of 240 students were purposively selected from eight public and private senior secondary schools using a multi-stage sampling technique. Data were collected through a structured questionnaire. Descriptive statistics (frequencies, percentages, and mean scores) were used to address the research questions, while the Pearson Product Moment Correlation Coefficient was employed to test the hypothesis. The findings revealed that: (i) a majority of students (54.6%) demonstrated moderate academic performance in mathematics; (ii) overall student performance was at a moderate level; (iii) there was a low but positive and statistically significant relationship between teachers’ use of motivational strategies and students’ academic performance; and (iv) this relationship was stronger and moderate in private schools compared to public schools. The study recommends, among others, increased allocation of instructional time for mathematics to enable teachers to effectively integrate motivational strategies into classroom practice.
Madár Péter, Dinar Ibrahim· International journal of re...· 0 citations
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