EXAMINING THE ONLINE LEARNING CHALLENGES AND ITS RELATIONSHIP ON LEARNING PERFORMANCE: CASE AT SELECTED SCHOOLS

Abstract

This study aims to investigate the challenges derived from implementing online learning and its effect on students' learning performances. The key challenges mentioned in this study were the learning resources, learning environment, self-discipline and technological sufficiency. In specific, it is to assess the relationship between the selected independent variables i.e. the key challenges with the dependent variable (learning performances). Research suggests that online learning has been shown to increase retention of information among students and consume less time. It is the objective of the researcher in this study to illustrate and present the effectiveness, relevancy and applicability of online learning as an alternative to sustainable education in government schools. Although quite a number of studies have been performed and some researchers have delved deep into their interest in investigating these issues, however, researchers still found limited information from online learning specifically on the challenges which crucially affect students’ learning performance. To achieve this goal, a total of 210 samples of students from two government secondary schools have been taken into consideration, and (from SMK Baru Bintulu and SMK Bintulu). The data collection technique was carried out by distributing questionnaires and all data were gathered, processed and analyzed using statistical technique SPSS version 26. The descriptive analysis was used to gauge various responses across various dimensions such as in the respondent’s demographic information, additionally, inferential analysis was mainly for examining the relationship between the challenges (learning resources, learning environment, self-discipline and technological sufficiency) and student’s learning performance. The results revealed learning environment challenge is the strongest predictor in influencing student’s learning performance with unstandardized coefficients, β = .356, t = 4.726 p <.05, followed by self-regulation challenge with β = .316, t = 4.182, p <.05. The most significant contribution of this study is that it explores for the first time the investigation of challenges and effect of online learning on students’ learning performance among students at government schools, this has brought a crucial impact and pushed to the government to take immediate action regarding the matter.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0118/a.php" alt="Hit counter" /></p>