The mediating role of online learning readiness in the relationship between course satisfaction and self-efficacy to learn statistics in online classes

ABSTRACTThe study identifies the mediating effects of online learning readiness (OLR) in the relation between course satisfaction and self-efficacy to learn online statistics. The sample comprised 121 students recruited from a large public university in a south-eastern state in the United States of America. Structural equation modelling (SEM) and correlational analysis were used to test the hypotheses. We found that self-efficacy to learn statistics is positively associated with both course satisfaction and online learning readiness in students. OLR has a significant positive association with course satisfaction. Our findings confirmed the mediational effect of OLR of students enrolled in online statistics courses in the relationships between self-efficacy to learn statistics and students’ course satisfaction. This study suggests that self-efficacy to learn statistics contributes to higher course satisfaction in online statistics learning. We suggest that educational establishments should focus on developing policies to improve the online learning readiness of students and student self-efficacy, to enhance course satisfaction.KEYWORDS: online learning readinessstatistics online courseself-efficacycourse satisfactiononilne learning Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsSangah LeeSangah Lee is a Research Scientist in the Department of Educational Leadership & Policy Studies at the University of Houston, Houston, TX, USA. She received her Ph.D. in Educational Psychology, M.S. degree in Educational Research, Measurement, and Evaluation, and M.S. degree in Probability and Statistics from Auburn University, Auburn, AL, USA. Her research is focused on multicultural aspects of higher educational systems, equity in education, and motivation in online and statistics education.Hyeon-Jean YooHyeon-Jean Yoo is an Assistant Professor in the Department of Teaching and Learning at Tennessee State University, Nashville, TN, USA. She received her Ph.D. in Adult Education and her M.S. degree in Educational Research, Measurement, and Evaluation from Auburn University, Auburn, AL, USA. Her research interests include online and distance learning, transformative learning, and student motivation.Chih-Hsuan WangChih-Hsuan Wang, PhD, is a Professor in Educational Psychology at Auburn University, Auburn, AL, USA. She is interested in research related to motivation and assessment in different learning settings, and the impact of using technology on teaching and learning processes.