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The Impact of Online Business Courses on Student Performance

Author

Listed:
  • Raul G. Moldez

    (Adjunct Professor, Graduate School, Cagayan de Oro College-Phinma Education Network, Cagayan de Oro City, Philippines)

  • Dr. Qaisar Abbas

    (Assistant Professor, Department of Education, The Shaikh Ayaz University Shikarpur, Sindh Pakistan)

  • Humaira Dogar

    (Lecturer, Department of Public Administration, Shah Abdul Latif University Khairpur, Pakistan)

  • Saima Nasreen

    (Lecturer, Institute of Education, University of Sargodha, Pakistan)

  • Sajid Hasan

    (PhD Scholar, Institute of Education, University of Sargodha, Pakistan)

  • Kashif Lodhi

    (Department of Management, Economics and Quantitative Methods, Università degli Studi di Bergamo via dei Caniana 2, 24127 Bergamo (BG), Italy)

Abstract

Online education and its methods have been challenged by researchers since its widespread adoption. Over the past few decades, technology, globalization, and business model innovation have transformed business. Objectives of the study were to assess the effects of online learning on the performance of business students, explore the challenges that hinder online learning of business students and to provide strategies to improve online learning of business students. This study may help online course developers and teachers conceive, develop, and deploy online learning methods. Support staff who help establish curriculum, support services, and professional development may benefit from developing ways to satisfy students' requirements. There was a quantitative analysis carried out. The study used a survey to collect data, and its design was descriptive in nature. A survey consisting close ended questions related to various study variables were administered to a sample of 250 business students of Private universities in Islamabad Pakistan. Data collection was done through personal visits of the researcher. To evaluate the data, descriptive statistics are used, such as the mean, standard deviation and T-test. Study found the positive perceptions of academic performance and skills development which suggest that online learning can effectively contribute to students' educational outcomes. Furthermore, study identified challenges, such as technical issues and motivational barriers, underscore the need for targeted interventions to improve the online learning experience. Fostering interactive online content is recommended by the study, as it correlates positively with critical thinking and collaboration, key skills that contribute to academic success.

Suggested Citation

  • Raul G. Moldez & Dr. Qaisar Abbas & Humaira Dogar & Saima Nasreen & Sajid Hasan & Kashif Lodhi, 2023. "The Impact of Online Business Courses on Student Performance," Bulletin of Business and Economics (BBE), Research Foundation for Humanity (RFH), vol. 12(3), pages 677-682.
    • Handle: RePEc:rfh:bbejor:v:12:y:2023:i:3:p:677-682
    DOI: https://doi.org/10.61506/01.00092
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    References listed on IDEAS

    as
    1. Audi, Marc & Ali, Amjad, 2019. "The Advancement in Information and Communication Technologies (ICT) and Economic Development: A Panel Analysis," MPRA Paper 93476, University Library of Munich, Germany.
    2. Falih M. Alsaaty & Ella Carter & David Abrahams & Faleh Alshameri, 2016. "Traditional Versus Online Learning in Institutions of Higher Education: Minority Business Students¡¯ Perceptions," Business and Management Research, Business and Management Research, Sciedu Press, vol. 5(2), pages 31-41, June.
    3. Di Xu & Shanna S. Jaggars, 2014. "Performance Gaps between Online and Face-to-Face Courses: Differences across Types of Students and Academic Subject Areas," The Journal of Higher Education, Taylor & Francis Journals, vol. 85(5), pages 633-659, September.
    Full references (including those not matched with items on IDEAS)

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