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

Nor Hasnida Che Md Ghazali

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Type :	Article
Subject :	L Education (General)
ISBN :	0216-1370
Main Author :	Nor Hasnida Che Md Ghazali
Additional Authors :	Zahari Suppian Hishamuddin Ahmad Syaza Hazwani Zaini Tajul Rosli Shuib
Title :	E-learning, assessment competency, and academic performance: A structural equation modeling approach
Hits :	226

Place of Production :	Tanjung Malim
Publisher :	Fakulti Pembangunan Manusia
Year of Publication :	2024
Notes :	Cakrawala Pendidikan
Corporate Name :	Universiti Pendidikan Sultan Idris
HTTP Link :	Click to view web link
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Abstract : Universiti Pendidikan Sultan Idris

E-learning practices and the competency in assessment should facilitate one_s 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 drawn using random sampling technique. A total of 460 student teachers are selected. The questionnaire for e-learning practices is adapted from OLES (Renee, 2011) and the competency in assessment comes from Zahari (2018). The structural equation modeling (SEM) analysis is used to test the hypothesized relationship. The results show that e-learning practices, knowledge in assessment, skills in assessing, and attitude in assessment significantly influence students_ academic achievement. E-learning practices emerge as the strongest predictor of student achievement, with a significant standardized regression coefficient of 0.39. This is followed by skills in assessing (0.27), knowledge in assessment (0.09), and lastly attitude in assessment (0.08). The core findings of the study have some implications for higher education and practice, measurement and theory development, and future research. _ 2024, author.

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