E-learning, assessment competency and academic performance: A structural equation modelling approach

Abstract

E-learning practices and the competency in assessing should facilitate ones’ academic performance. The main purpose of this study is to explore the degree of influence of e-learning practices and competency in assessment on academic achievement of students. This study is a quantitative approach using survey method involving the process of data collection through the administration of constructed instruments. The population of the study involves student teachers from the three selected universities in Selangor and Perak. Sample selection is made using random sampling technique. 460 student teachers are selected. The questionnaire for e-learning practices is adapted from OLES (Renee, 2011) and for the competency in assessment comes from Zahari (2018). The structural equation modelling (SEM) analysis is used to test the hypothesized relationship. The results show that, e-learning practices, knowledge and skills in assessing and attitude in assessment significantly influence academic achievement of students. E-learning practices has a highest value and a significant standardized regression coefficient with students’ achievement (0.39) followed by skills in assessment (0.27), knowledge in assessment (0.09) and lastly is attitude in assessment (0.08). The core findings of the study have few implications for higher education and practice, measurement and theory development, and future research.