Factors Influencing Online Academic Performance Among University Students

Hee Song Ng; Thiam Yong Kuek; Kah Huan Chen; Jia Hao Chang; Yu Ping Chee; Li Jun Chen; I Made Gede Andita Pramana; Andy Ramadhan Indrayana; Ayushi Singh; Saurabh Zirape

doi:10.32535/apjme.v6i2.2213

Factors Influencing Online Academic Performance Among University Students

Hee Song Ng, Thiam Yong Kuek, Kah Huan Chen, Jia Hao Chang, Yu Ping Chee, Li Jun Chen, I Made Gede Andita Pramana, Andy Ramadhan Indrayana, Ayushi Singh, Saurabh Zirape

Abstract

In recent years, the COVID-19 pandemic has made a significant impact on education around the world. Nevertheless, the governments of these nations have discovered a way to try to alleviate the education crisis during the pandemic by offering online academic classes. Students can continue to study without interfering with their future courses, and they will not underestimate their studies since they have been isolated at home for a long time. The purpose of this research is to investigate the factors influencing online academic performance among university students. This study used survey questionnaires, and a total of 155 university students were picked to take part in this research via Google Forms. The results indicate that academic staff responsibilities, ease of use and university guidance are significantly related to online academic performance. However, course design and content, motivation, perceived usefulness and student willingness are not significantly related to online academic performance.

Keywords

Academic Staff Responsibilities, Course Design and Content, Ease of Use, Motivation, Perceived Usefulness, Student Willingness, University Guidance

Full Text:

PDF

References

Bass, B. M. (1985). Leadership and performance beyond expectations. New York, NY: Free Press.

Bass, B. M., & Avolio, B. J. (1993). Transformational leadership and organizational culture. Public Administration Quarterly, 17, 112-121.

Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008

Gareis, E. (2012). Intercultural friendships: Effects of home and host region. Journal of International and Intercultural Communication, 5, 309-328. doi:10.1080/17513057.2012.691525

Hayes, R. L., & Lin, H. (1994). Coming to America: Developing social support systems for international students. Journal of Multicultural Counseling and Development, 22, 7-16. doi:10.1002/j.2161-1912.1994.tb00238.x

Institute of International Education. (2013). International students at all institutions, 2001/02-2012/13. Retrieved from http://www.iie.org/opendoors

Johnson, L. R., & Sandhu, D. S. (2007). Isolation, adjustment, and acculturation issues of international students: Intervention strategies for counselors. In H. Singaravelu & M. Pope (Eds.), A handbook for counseling international students in the United States (pp. 13-35). Alexandria, VA: American Counseling Association.

Khamparia, A., & Pandey, B. (2017). Impact of Interactive Multimedia in E-Learning Technologies: Role of Multimedia in E-Learning. In D. Deshpande, N. Bhosale, & R. Londhe (Ed.), Enhancing Academic Research With Knowledge Management Principles (pp. 171-199). IGI Global. https://doi.org/10.4018/978-1-5225-2489-2.ch007

Komiya, N., & Eelss, G. T. (2001). Predictors of attitudes toward seeking counseling among international students. Journal of College Counseling, 4, 153-160. doi:10.1002/j.2161-1882.2001.tb00195.x

Kuo, W. H., & Tsai, Y. M. (1986). Social networking, hardiness and immigrant's mental health. Journal of Health and Social Behavior, 27, 133-149. doi:10.2307/2136312

MARLINA, E., TJAHJADI, B., & NINGSIH, S. (2021). Factors Affecting Student Performance in E-Learning: A Case Study of Higher Educational Institutions in Indonesia. The Journal of Asian Finance, Economics and Business, 8(4), 993–1001. https://doi.org/10.13106/JAFEB.2021.VOL8.NO4.0993

Yolsal, Murat. (2021). Re: Acceptable ranges of r-Square in Social Sciences?. Retrieved from: https://www.researchgate.net/post/Acceptable_ranges_of_r-Square_in_Social_Sciences/6181305c496e5636270e80c2/citation/download.

Ozili, Peterson K, The Acceptable R-Square in Empirical Modelling for Social Science Research (June 5, 2022). Available at SSRN: https://ssrn.com/abstract=4128165 or http://dx.doi.org/10.2139/ssrn.4128165

Ricart, S., Villar-Navascués, R. A., Gil-Guirado, S., Hernández-Hernández, M., Rico-Amorós, A. M., & Olcina-Cantos, J. (2020). Could MOOC-Takers’ Behavior Discuss the Meaning of Success-Dropout Rate? Players, Auditors, and Spectators in a Geographical Analysis Course about Natural Risks. Sustainability, 12(12), 4878. https://doi.org/10.3390/su12124878

Saleem F, AlNasrallah W, Malik MI and Rehman SU (2022) Factors Affecting the Quality of Online Learning During COVID-19: Evidence From a Developing Economy. Front. Educ. 7:847571. doi: 10.3389/feduc.2022.84757

Thi Tinh Thuong Pham, Hoang Anh Le, Doan Trang Do, "The Factors Affecting Students’ Online Learning Outcomes during the COVID-19 Pandemic: A Bayesian Exploratory Factor Analysis", Education Research International, vol. 2021, Article ID 2669098, 13 pages, 2021. https://doi.org/10.1155/2021/2669098

Oh, E.G., Chang, Y. & Park, S.W. Design review of MOOCs: application of e-learning design principles. J Comput High Educ 32, 455–475 (2020). https://doi.org/10.1007/s12528-019-09243-w

Yu Q (2022) Factors Influencing Online Learning Satisfaction. Front. Psychol. 13:852360. doi: 10.3389/fpsyg.2022.8

DOI: https://doi.org/10.32535/apjme.v6i2.2213