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The Contribution of Learner Characteristics and Perceived Learning to Students’ Satisfaction and Academic Performance during COVID-19

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Listed:
  • Sameera Butt

    (Institute of Quality & Technology Management, University of the Punjab, Lahore 54590, Pakistan)

  • Asif Mahmood

    (Department of Innovation and Technology Management, College of Graduate Studies, Arabian Gulf University, Manama 293, Bahrain)

  • Saima Saleem

    (Institute of Quality & Technology Management, University of the Punjab, Lahore 54590, Pakistan)

  • Shah Ali Murtaza

    (Károly Ihrig Doctoral School of Management & Business, University of Debrecen, 4032 Debrecen, Hungary)

  • Sana Hassan

    (Department of Industrial Engineering and Management, University of the Punjab, Lahore 54590, Pakistan)

  • Edina Molnár

    (Psychology Department, Social Sciences Institute, Faculty of Health Sciences, University of Debrecen, 4032 Debrecen, Hungary)

Abstract

With the rapid spread of COVID-19 worldwide, governments of all countries declared the closure of educational institutions to control its transmission. As a result, institutions were under pressure to offer online education opportunities so that students could continue their education without interruption. The unintended, hasty and unknown duration of the strategy encountered challenges at all pedagogical levels, especially for students who felt stressed out by this abrupt shift, resulting in the decline of their academic performance. Hence, it is necessary to comprehend the approach that might improve students’ involvement and performance in online learning. In this context, the current study used four models to understand the phenomenon: the Task Technology Fit (TTF), the DeLone and McLean Model of Information Systems Success (DMISM), the Technology-to-Performance Chain model (TPC) and the Technology Acceptance Model (TAM). The data for this study were obtained from 404 university students from the top ten universities of Pakistan. The results analyzed using structural equation modeling (SEM) show that learner characteristics positively predict performance through user satisfaction and task technology fit mediating function. Moreover, learner characteristics were also observed to have a significant positive influence on the academic performance of the students, with the mediating functions of user satisfaction and actual usage of the system. Likewise, perceived learning moderated the relationship between learner characteristics and user satisfaction. This research work provides policymakers with a profound framework that emphasizes how employing online learning technologies can strengthen the academic potential of students.

Suggested Citation

  • Sameera Butt & Asif Mahmood & Saima Saleem & Shah Ali Murtaza & Sana Hassan & Edina Molnár, 2023. "The Contribution of Learner Characteristics and Perceived Learning to Students’ Satisfaction and Academic Performance during COVID-19," Sustainability, MDPI, vol. 15(2), pages 1-28, January.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:2:p:1348-:d:1031633
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    References listed on IDEAS

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