Journal Screenshot

International Journal of Academic Research in Business and Social Sciences

Open Access Journal

ISSN: 2222-6990

Factors Affecting Students’ Satisfaction and Academic Performance in Open & Distance Learning (ODL)

Norhayati Zamri, Nor Bahiyah Omar, Irda Syahira Khair Anwar, Farah Husna Mohd Fatzel

http://dx.doi.org/10.6007/IJARBSS/v11-i11/11194

Open access

The worldwide education systems are crippled, inevitably leading to the near-total closure of school establishments, early childhood educations, colleges as well as universities due to the COVID-19 pandemic. As of May 2021, approximately 1.2 billion students from all over the world were affected. As a result, education essentials dramatically adjust with the distinctive rise of e-learning tools, wherein teaching is now undertaken remotely on digital platforms. Realizing the grave current situation and the importance of education, this study aims to understand the factors affecting student satisfaction; the effect of student satisfaction; and perceived performance with academic performance in an open and distance learning (ODL) environment. The data were collected from 239 respondents via online surveys, which comprises accounting students in the UiTM Perak branch, Tapah campus. The analysis of the findings shows that the course design is the main factor that affected student satisfaction in ODL. In terms of academic performance, the findings revealed that only perceived performance had a positive influence, whereas student satisfaction had no effect.

Abd-Elmotaleb, M., & Saha, S. K. (2013). The Role of Academic Self-Efficacy as a Mediator Variable between Perceived Academic Climate and Academic Performance. Journal of Education and Learning, 2(3).
AlQurashi, E. (2018). Predicting student satisfaction and perceived learning within online learning environments. Distance Education. 40, 133–148.
Alzahrani, L., & Seth, K. P. (2021). Factors influencing students’ satisfaction with continuous use of learning management systems during the COVID-19 pandemic: An empirical study. Education and Information Technologies. Published.
https://doi.org/10.1007/s10639-021-10492-5
Bandura, A. (1994). Self-Efficacy. In V. S. Ramachaudran, Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press.
Cathy, L. (2021). Head of Media, Entertainment and Sport Industries, World Economic Forum
Chinomona, E., & Macongue, M. B. B. (2021). The effects of loyalty, Satisfaction, and motivation on student's performance: A study of higher education in South Africa. GATR Global Journal of Business and Social Science Review, 9(1): 41 – 49. https://doi.org/10.35609/gjbssr.2
Davis, A. (2017). Measuring student satisfaction in online mathematics courses–RESEARCH. Kentucky Journal of Excellence in College Teaching and Learning. 4(2) Retrieved from: https://encompass.eku. edu/kjectl/vol14/iss/2.
De Boer, H., Timmermans, A. C., & Van derWerf, M. P. C. (2018). The effects of teacher expectation interventions on teachers’ expectations and student achievement: Narrative review and meta-analysis. Educational Research Evaluation, 24, 180–200
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 Journal Innovative Education, 4 (2), 215–235.
Escalante Mateos, N., Fernández-Zabala, A., Palacios, G. E., & Izar-de-la-Fuente Díaz-de-Cerio, I. (2021). School Climate and Perceived Academic Performance: Direct or Resilience-Mediated Relationship?. Sustainability, 13, 68.
https://dx.doi.org/10.3390/su13010068
Ferla, J., Valcke, M., & Schuyten, G. (2010). Judgments of self-perceived academic competence and their differential impact on students’ achievement motivation, learning approach, and academic performance. European Journal of Psychology of Education, 519-536.
Gallien, T., & Oomen-Early, J. (2008). Personalized Versus Collective Instructor Feedback in the Online Courseroom: Does Type of Feedback Affect Student Satisfaction, Academic Performance and Perceived Connectedness with the Instructor? International Journal on E-Learning, 7(3).
Gewin, V. (2020), “Five tips for moving teaching online as COVID-19 takes hold”, Nature, Vol. 580 No. 7802, pp. 295-296.
Gopal, R., Singh, V., & Aggarwal, A. (2021). Impact of Online Classes on the Satisfaction and Performance of Students During the Pandemic Period of COVID 19. Education and Information Technologies.
Hamdan, K. M., Al-Bashaireh, A. M., Zahran, Z., Al-Daghestani, A., AL-Habashneh, S., & Shaheen, A. M. (2021). University students’ interaction, Internet self-efficacy, self-regulation and satisfaction with online education during pandemic crises of COVID-19 (SARS-CoV-2). International Journal of Educational Management, 35(3), 713–725. https://doi.org/10.1108/ijem-11-2020-0513
Jensen, S. M. (2003). Entrepreneurs as leaders: Impact of psychological capital and perceptions of authenticity on venture performance. Lincoln, Nebraska: ProQuest Dissertations Publishing.
Kim, S., Kim, D. J. (2021). Structural Relationship of Key Factors for Student Satisfaction and Achievement in Asynchronous Online Learning. Sustainability, 13, 6734. https://doi.org/ 10.3390/su13126734
Kort, B., & Reilly, R. (2002). Analytical models of emotions, learning, and relationships: Towards an affective-sensitive cognitive machine. Proceedings of the ITS 2002—Intelligent Tutoring Systems Conference (pp. 955?962). Biarritz, France. Retrieved from http://web. media.mit.edu/~reilly/its2002.pdf
Kuo, Y. C., Walker, A. E., Belland, B. R., Schroder, K. E. (2013). A predictive study of student satisfaction in online education programs. International Review of Research in Open and Distance Learning, 14 (1), 16–39
Lee, J. (2014). An exploratory study of effective online learning: Assessing satisfaction levels of graduate students of mathematics education associated with human and design factors of an online course. The International Review of Research in Open and Distributed Learning, 15(1). https://doi.org/10.19173/irrodl.v15i1.1638
Li, N., Marsh, V., & Rienties, B. (2016). Modelling and Managing Learner Satisfaction: Use of Learner Feedback to Enhance Blended and Online Learning Experience. Decision Sciences Journal of Innovative Education. 14. 216-242. 10.1111/dsji.12096.
Martinez-Arguelles, M.-J., & Batalla-Busquets, J.-M. (2016). Perceived Service Quality and Student Loyalty in an Online University. Interrnational Review of Research in Open and Distributed Learning, Vol. 17(4), 264-279.
Mason, R., & Weller, M. (2000). Factors affecting students’ satisfaction on a web course. Australasian Journal of Educational Technology, 16(2).
https://doi.org/10.14742/ajet.1830
Mensink, P. J., & King, K. (2020). Student Access of Online Feedback is Modified by the Availability of Assessment Marks, Gender and Academic Performance. British Journal of Educational Technology, Vol. 51(1), 10-22.
Meyer, D. K., & Turner, J. C. (2002). Discovering emotion in classroom motivation research. Educational Psychologist, 37(2), 107-114.
Navis, C., & Ozbek, O. V. (2016). The right people in the wrong places: The paradox of entrepreneurial entry and successful opportunity realization. Academy of Management Review, 41(1), 109-129.
Noftle, E. E., & Robins, R. W. (2007). Personality Predictors of Academic Outcomes: Big Five Correlates of GPA and SAT Scores. Journal of Personality and Social Psychology.
Oliver, R. L. (1980). A congitive model of the antecedents and consequences of satisfaction decisions. JMR, Journal of Marketing Research (Pre-1986), 17(000004), 460.
Oliver, R. L. (1997). Satisfaction: A behavioral perspective on the customer. The McGraw-Hill Companies, Inc.,New York.
Rajabalee, Y. B., & Santally, M. I. (2020). Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy. Education and Information Technologies, 26(3), 2623–2656. https://doi.org/10.1007/s10639-020-10375-1
Rindaningsih, I., Findawati, Y., Hastuti, W. D., & Fahyuni, E. F. (2021). Synchronous and Asynchronous with Flipped Learning Environment in Primary School. Journal of Elementary Education, 5 (1), 33 – 44.
Sahu, P. (2020), “Closure of universities due to Coronavirus Disease 2019 (COVID-19): impact on education and mental health of students and academic staff”, Cureus, Vol. 12 No. 4, pp. 1-6.
Sharma, K., Pandit, P., & Pandit, P. (2011), "Critical success factors in crafting strategic architecture for e?learning at HP University", International Journal of Educational Management, Vol. 25 No. 5, pp. 423-452.
https://doi.org/10.1108/09513541111146350
Shaw, L., MacIsaac, J., & Singleton-Jackson, J. (2019). The Efficacy of an Online Cognitive Assessment Tool for Enhancing and Improving Student Academic Outcomes. Online Learning Journal, Vol. 23(2), 124-144.
Skaalvik, E. M., & Hagtvet, K. A. (1990). Academic Achievement and Self-Concept: An Analysis of Causal Predominance in a Developmental Perspective. Journal of Personality and Social Psychology, 58(2), 292-307.
Sockalingam, N. (2013). The Relation between Student Satisfaction and Student Performance in Blended Learning Curricular. International Journal of Learning, Vol. 18(12), 121-134.
Spina, S., Marrazzo, F., Migliari, M., Stucchi, R., Sforza, A., & Fumagalli, R. (2020), “The response of Milan’s emergency Medical system to the COVID-19 outbreak in Italy”, The Lancet, Vol. 395 No. 10227, pp. e49-e50.
Stringer, R. W., & Heath, N. (2008). Academic self-perception and its relationship to academic performance. Canadian Journal of Education, 31(2), 327-345.
Strobel, J., & van Barneveld, A. (2009). When is PBL more effective: A meta-synthesis of meta- analyses comparing PBL to conventional classrooms. The Interdisciplinary Journal of Problem-based Learning, 3(1), 44-58.
Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., Mytton, O., Bonnel, C., & Booy, R. (2020), “School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review”, The Lancet Child and Adolescent Health, Vol. 4 No. 5, pp. 397-404.
Wang, M., Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28, 315–352.
Wei, H.-C. (2020). Online Learning Performance and Satisfaction: Do Perceptions and Readiness Matter? Distance Education, 41(1), 48-69.

In-Text Citation: (Zamri et al., 2021)
To Cite this Article: Zamri, N., Omar, N. B., Anwar, I. S. K., & Fatzel, F. H. M. (2021). Factors Affecting Students’ Satisfaction and Academic Performance in Open & Distance Learning (ODL). International Journal of Academic Research in Business and Social Sciences, 11(11), 1–16.