Factors Influencing Undergraduate Students’ Satisfaction And Performance Towards Online Learning in Chengdu, China
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Abstract
Purpose: The primary objective of this paper is to delve into the determinants that influence the satisfaction and efficacy of online learning among students enrolled in four universities directly affiliated with the Ministry of Education in Chengdu. Within this framework, seven latent variables were carefully chosen for analysis: perceived usefulness, perceived ease of use, perceived quality, trust, satisfaction, behavioral intention, and performance. Research design, data, and methodology: The researchers employed a quantitative survey methodology for the study's implementation. An on-site questionnaire survey was conducted among 500 undergraduates with online learning experience in four universities in Chengdu. The sampling procedure involves judgmental, stratified random, and convenience sampling. This study employed confirmatory factor analysis (CFA) and structural equation modeling (SEM) as statistical techniques. Results: Perceived usefulness, perceived ease of use, perceived quality, and trust significantly influence satisfaction. Satisfaction has a significant influence on behavioral intention and performance. In contrast, perceived ease of use does not significantly influence perceived usefulness. Conclusions: This study advances our understanding of the determinants of satisfaction and efficacy in online learning environments. The results provide valuable insights for educational institutions and policymakers aiming to enhance students' online learning experiences.
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