Examination of Variables Affecting the Perceptions of Academic Performance of Higher Education Students during the Distance Education Process

Berna Yüner; Barış Eriçok; Behiye Ertaş

doi:10.53850/joltida.1097130

EN

Examination of Variables Affecting the Perceptions of Academic Performance of Higher Education Students during the Distance Education Process

Abstract

Covid-19 has had serious consequences in all areas of social life, including education. In this period, distance education appeared as an inevitable solution. Even today, when the pandemic process is over and re-normalization has begun, online teaching environments have become such an indispensable part of education systems that it has been decided that a certain proportion of the courses will be conducted online in universities. For this reason, determining student experiences in online courses is important in planning the future of distance education. Since academic performance is the output of the teaching process, students' academic performance is one of the topics of interest in higher education research. There may be different factors affecting the academic performance of students in the distance education process, which imposes more responsibility on students and requires self-control. This study aimed to examine the relationship of academic performance in the distance education with home infrastructure, student interaction, computer skills, academic satisfaction. This research is based on a large-scale study, "The impact of the Covid-19 pandemic on the lives of higher education students", examining the pandemic's impact on higher education student perceptions in 2020. It has been observed that home infrastructure has a significant impact on the student's academic performance. The infrastructure increases the interaction of the student. When home infrastructure is taken as a control variable, students' computer skills are the highest predictor of their perception of academic performance, followed by their online interactions and, finally, perceived satisfaction. Today, pandemic conditions are still ongoing. In addition, even as the pandemic ends, online education has become an indispensable part of our education system. Therefore, the findings of the research would be beneficial for the ongoing planning process.

Keywords

academic performance, distance education, academic satisfaction, higher education

References

Abbasi, M. S., Ahmed, N., Sajjad, B., Alshahrani, A., Saeed, S., & Sarfaraz, S. et al. (2020). E-Learning perception and satisfaction among health sciences students amid the COVID-19 pandemic. Work, 67(3): 549–556. https://doi.org/10.3233/WOR-203308
Akpur, U. (2021). Does class participation predict academic achievement? A mixed-method study. English Language Teaching Educational Journal, 4(2), 148-160.
Al-Fraihat, D., Joy, M., Sinclair, J. (2020). Evaluating E-learning systems success: An empirical study. Computers in Human Behavior, 102, 67–86. https://doi.org/10.1016/j.chb.2019.08.004
Astin, A.W. (1984). Student Involvement: A Developmental Theory for Higher Education. Journal of College Student Personnel, 25, 298-307.
Aung, T. N, & Khaing, S. S. (2018). Challenges of implementing e-learning in developing countries: A review. In: Zin T.; Lin J.W.; Pan J.S.; Tin P.; Yokota M., editors Genetic and evolutionary computing: Advances in intelligent systems and computing. Springer, 388, 405–411. https://doi.org/10.1007/978-3-319-23207-2_41
Aytaç, T. (2021). The problems faced by teachers in Turkey during the covıd-19 pandemic and their opinions. International Journal of Progressive Education, 17(1), 404-420. https://doi.org/10.29329/ijpe.2020.329.26
Chen, X., Breslow, L., DeBoer, J. (2018). Analyzing productive learning behaviors for students using immediate corrective feedback in a blended learning environment. Computers & Education, 117, 59–74. https://doi.org/10.1016/j.compedu.2017.09.013
Chopra, G., Madan, P., Jaisingh, P. & Bhaskar, P. (2019). Effectiveness of e-learning portal from students’ perspective: A structural equation model (SEM) approach. Interactive Technology and Smart Education., 26(1), 160–175. https://doi.org/10.1108/ITSE-05-2018-0027
Cidral, W. A., Oliveira, T., Di Felice, M., Aparicio, M. (2018). E-learning success determinants: Brazilian empirical study. Computers & Education, 122, 273–290. https://doi.org/10.1016/j.compedu.2017.12.001
Dhaqane, M. K., & Afrah, N. A. (2016). Satisfaction of Students and Academic Performance in Benadir University. Journal of Education and Practice, 7(24), 59-63.

Dinçer, S. (2011). Öğretmen yetiştiren kurumlardaki öğrencilerinin öğrenim hayatları boyunca bilgisayar öğrenme düzeylerinin ve bilgisayar okuryazarlıklarının incelenmesi. Akademik Bilişim 11.
Dutta, S., & Smita, M. K. (2020). The impact of COVID-19 pandemic on tertiary education in Bangladesh: students’ perspectives. Open J Soc Sci. 8(09), 53–68. https://doi.org/10.4236/jss.2020.89004
Eom, S. B., Wen, H. J., & Ashill, N. (2006). The determinants of students’ perceived learning outcomes and satisfaction in university online education: An empirical investigation. Decision Sciences, 4(2), 215–235. https://doi.org/10.1111/j.1540-4609.2006.00114.x
Eryılmaz, S. (2018). Öğrencilerin bilgi ve iletişim teknolojileri yeterliliklerinin belirlenmesi: Gazi Üniversitesi turizm fakültesi örneği. Electronic Journal of Social Sciences, 17(65), 37-49.
Ezziane, Z. (2007). Information technology literacy: Implications on teaching and learning. Journal of Educational Technology & Society, 10(3), 175-191.
Hanson, J.B. (2000). Student performance and student growth as measure of success: A evaluator’s perspective. Paper presented at annual meeting of the American educational research association New Orleans. Louisiana. 25 April.
Hijazi, S.T. and Naqvi, S. (2006) Factors Affecting Students’ Performance: A Case of Private Colleges. Bangladesh e-Journal of Sociology, 3, 1-10.
Hijazi, S.T., & Naqvi, S.M.M.R. (2006). Factor Affecting Students’ Performance: A case of Private Colleges. Bangladesh e-journal of Sociology, 3(1).
IAU. (2020). COVID-19: Higher education challenges and responses. International Association of Universities. Available from: https://www.iau-aiu.net/COVID-19-Higher-Education-challenges-and-responses
Joo, Y. J., Lim, K. Y., & Kim, E. K. (2011). Online university students’ satisfaction and persistence: Examining perceived level of presence, usefulness and ease of use as predictors in a structural model. Compututers and Education, 57(2): 1654–1664. https://doi.org/10.1016/j.compedu.2011.02.008
Kerzˇič D., Alex, J. K., Pamela Balbontı´n Alvarado, R., Bezerra Dd, S., Cheraghi, M., Dobrowolska, B., et al. (2021) Academic student satisfaction and perceived performance in the elearning environment during the COVID-19 pandemic: Evidence across ten countries. PLOS ONE 16(10). https://doi.org/10.1371
Kılıç, S. (2019). Cronbach’ın Alfa Güvenirlik Katsayısı. Journal of Mood Disorders (JMOOD), 6(1), 47-48.
Kuo, Y. C., Walker, A.E., Schroder, K.E., Belland, B.R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35–50. https://doi.org/10.1016/j.iheduc.2013.10.001
Lim, CT.D., Fraser, B.J. (2018). Learning environments research in English classrooms. Learning Environments Research 21, 433–449, https://doi.org/10.1007/s10984-018-9260-6
Ling, R. (2004). The mobile connection. The cell phone’s impact on society. San Francisco: Morgan Kaufmann. Marks, R. B., Sibley, S. D., & Arbaugh, J. B. (2005). A structural equation model of predictors for effective online learning. Journal of management education, 29(4): 531–563. https://doi.org/10.1177/1052562904271199
Mckenzie, K. and Schweitzer, R. (2001). Who succeeds at University? Factors Predicting Academic Performance in First Australian University Students. Higher Education Research and Development, 20(1), 21-33.
Nambiar, D. (2020). The impact of online learning during COVID-19: students’ and teachers’ perspective. The International Journal of Indian Psychology, 8(2), 783–793. https://doi.org/10.25215/0802.094
Osman M.E.(2020). Global impact of COVID-19 on education systems: the emergency remote teaching at Sultan Qaboos University. Journal of Education for Teaching, 46(4): 463–471.
Pascarella, E. T. (1985). College environmental influences on learning and cognitive development: A critical review and synthesis. Higher Education: Handbook of Theory and Research, 1(1), 1–61.
Pascarella, E.T. (1980). Student-Faculty Informal Contact and College Outcomes. Review of Educational Research, 50, 545-95. 28.
Puljak L, Čivljak M, Haramina A, Malisˇa S, Čavić D, Klinec D et al. (2020). Attitudes and concerns of undergraduate university health sciences students in Croatia regarding complete switch to e-learning during COVID-19 pandemic: a survey. BMC Med Educ. 20(1): 1–11. https://doi.org/10.1186/s12909-020-02343-7
Sağır, A. & Eraslan, H. (2019). The impact of smartphones on the daily lives of young people: an example of university youth in Turkey. OPUS– Journal of International Community Studies , 10(17), 48-78. https://doi.org/10.26466/opus.515339
Shahzadi, Erum & Ahmad, Z. (2011). A study on academic performance of univercity students. 10.13140/2.1.3949.3126.
Sher, A. (2009). Assessing the relationship of student-instructor and student-student interaction to student learning and satisfaction in web-based online learning environment. Journal of Interactive Online Learning, 8(2), 102–120. http://www.ncolr.org/jiol/issues/pdf/8.2.1.pdf
Sun, P. C., Tsai, R. J., Finger, G., Chen, Y. Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50(4), 1183–1202. https://doi.org/10.1016/j.compedu.2006.11.007
Terenzini, P.T., Pascarella, E.T., Pascarella, & Lorang, W.G. (1982). An Assessment of the Academic and Social Influences on Freshman Year Educational Outcomes. Review of Higher Education, 5, 86-109.
Wu, J. H., Tennyson, R. D., & Hsia, T. L. (2010). A study of student satisfaction in a blended e-learning system environment. Computers & Education., 55(1), 155–164. https://doi.org/10.1016/j.compedu.2009.12.012
Zhang, P. & Goel, L. (2011). Is e-learning for everyone? An internal-external framework of e-learning initiatives. Online Learn Teach., 7(2), 193–205. https://jolt.merlot.org/vol7no2/goel_0611.pdf37

Details

Primary Language

English

Subjects

Other Fields of Education

Journal Section

Research Article

Authors

Berna Yüner ^*
0000-0001-7162-8397
Türkiye

Barış Eriçok
0000-0001-9217-9615
Türkiye

Behiye Ertaş
0000-0003-2431-1914
Türkiye

Publication Date

January 8, 2023

Submission Date

April 1, 2022

Acceptance Date

November 22, 2022

Published in Issue

Year 2023 Volume: 8 Number: 1

DOI

https://doi.org/10.53850/joltida.1097130

IZ

https://izlik.org/JA38EJ93XM

APA

Yüner, B., Eriçok, B., & Ertaş, B. (2023). Examination of Variables Affecting the Perceptions of Academic Performance of Higher Education Students during the Distance Education Process. Journal of Learning and Teaching in Digital Age, 8(1), 161-168. https://doi.org/10.53850/joltida.1097130

AMA

1.Yüner B, Eriçok B, Ertaş B. Examination of Variables Affecting the Perceptions of Academic Performance of Higher Education Students during the Distance Education Process. JOLTIDA. 2023;8(1):161-168. doi:10.53850/joltida.1097130

Chicago

Yüner, Berna, Barış Eriçok, and Behiye Ertaş. 2023. “Examination of Variables Affecting the Perceptions of Academic Performance of Higher Education Students During the Distance Education Process”. Journal of Learning and Teaching in Digital Age 8 (1): 161-68. https://doi.org/10.53850/joltida.1097130.

EndNote

Yüner B, Eriçok B, Ertaş B (January 1, 2023) Examination of Variables Affecting the Perceptions of Academic Performance of Higher Education Students during the Distance Education Process. Journal of Learning and Teaching in Digital Age 8 1 161–168.

IEEE

[1]B. Yüner, B. Eriçok, and B. Ertaş, “Examination of Variables Affecting the Perceptions of Academic Performance of Higher Education Students during the Distance Education Process”, JOLTIDA, vol. 8, no. 1, pp. 161–168, Jan. 2023, doi: 10.53850/joltida.1097130.

ISNAD

Yüner, Berna - Eriçok, Barış - Ertaş, Behiye. “Examination of Variables Affecting the Perceptions of Academic Performance of Higher Education Students During the Distance Education Process”. Journal of Learning and Teaching in Digital Age 8/1 (January 1, 2023): 161-168. https://doi.org/10.53850/joltida.1097130.

JAMA

1.Yüner B, Eriçok B, Ertaş B. Examination of Variables Affecting the Perceptions of Academic Performance of Higher Education Students during the Distance Education Process. JOLTIDA. 2023;8:161–168.

MLA

Yüner, Berna, et al. “Examination of Variables Affecting the Perceptions of Academic Performance of Higher Education Students During the Distance Education Process”. Journal of Learning and Teaching in Digital Age, vol. 8, no. 1, Jan. 2023, pp. 161-8, doi:10.53850/joltida.1097130.

Vancouver

1.Berna Yüner, Barış Eriçok, Behiye Ertaş. Examination of Variables Affecting the Perceptions of Academic Performance of Higher Education Students during the Distance Education Process. JOLTIDA. 2023 Jan. 1;8(1):161-8. doi:10.53850/joltida.1097130

Cited By

Lisans Öğrencilerinin Uzaktan Eğitim ve Yüz Yüze Eğitim Kapsamında Tutum ve Performanslarının Karşılaştırılması

Ihlara Eğitim Araştırmaları Dergisi

https://doi.org/10.47479/ihead.1374499

The roles of COVID-19 diagnosis and COVID-19 stress on the links among academic support, academic self-efficacy, and academic satisfaction: Boundary conditions

International Journal for Educational and Vocational Guidance

https://doi.org/10.1007/s10775-024-09649-8

Journal of Learning and Teaching in Digital Age 2023. This is an Open Access journal distributed under the terms of the Creative Commons Attribution International 4.0 (CC BY 4.0) license.

Journal of Learning and Teaching in Digital Age. Open Access Journal, 2023. ISSN:2458-8350