Self-Regulation skills students’ satisfaction, students’ readiness for E-Learning and academic performance in selected universities in Ghana

Abstract

Traditional techniques of teaching and learning are no longer enough to deal with today's learning challenges. The focus of the study was to assess the mediation roles of self-regulation skills and students’ satisfaction on the relationship between students’ readiness for e-learning and academic performance among some selected universities in Ghana. The social cognitive theory and social presence theory were used to underpin the study. The study area comprised three universities (UCC, UG and KNUST) in Ghana that offer distance education programmes. The data collection instrument employed was questionnaire which was used to gather quantitative data from 400 respondents. The study found that students’ readiness for eLearning does not have any significant effect on academic performance but has a significant effect on self-regulation skills. Students’ readiness for eLearning has a significant and positive effect on students’ satisfaction. Self-regulation skills and students’ satisfaction has a significant positive effect on academic performance. Also, self-regulation skills and students’ satisfaction significantly mediate between students’ readiness for eLearning and academic performance. The study, therefore, recommends that management of tertiary institution organize symposiums, forums and conferences for students to encourage them on student self-regulation skills. Meanwhile, students could also adopt online learning tools in their studies.