Online academic self-concept partly explains perceived performance

What the study found: The study found that several student and learning-related variables partly explained college students’ perceived academic performance in an online learning setting. It also found that perceived grade achievement and perceived learning were two distinct indicators of academic performance.
Why the authors say this matters: The authors say understanding different types of learners in online settings is important because it can help educators and institutions develop tailored policies and interventions, increase engagement, and improve learning results. The study also suggests the model may help identify areas where students need additional support when online learning is introduced.
What the researchers tested: The researchers developed a multinomial logistic regression model to characterize academic self-concept, meaning students’ beliefs about their own academic ability, in relation to perceived academic performance. They surveyed 501 randomly selected students from six colleges of one university in Manila using Google Forms distributed through the university’s learning management system.
What worked and what didn't: Sex, perceived ease of learning, ability, and interest were common predictors of both perceived learning and perceived grade achievement. Internet speed and perceived utility were unique predictors of perceived grade achievement, while students’ major was a unique predictor of perceived learning. The reduced models showed that different predictors could distinguish students’ perceived academic performance, but the hypothesized variables only partially explained it.
What to keep in mind: The study was limited to 501 students from one university in Manila, so the abstract does not describe broader generalizability. Limitations beyond this scope are not described in the available summary.

Key points

• The study modeled students’ perceived academic performance in an online learning setting.
• Academic self-concept and related variables partially explained perceived performance.
• Sex, perceived ease of learning, ability, and interest were common predictors of both outcomes.
• Internet speed and perceived utility predicted perceived grade achievement only.
• Students’ major predicted perceived learning only.