Academic Performance in the Digital Era: The Role of E-Learning and Self-Regulated Approach Among Public High School Students
DOI:
https://doi.org/10.61453/INTIj.20260112Keywords:
E-Learning, Self-Regulated Learning, Academic PerformanceAbstract
The study investigates the role of e-learning (EL) and self-regulated learning (SRL) in shaping the academic performance of Grade 9 students. Using a mixed-methods approach, it assessed students’ perceptions of e-learning across four dimensions, including usefulness, ease of use, attitude, and intention to use e-learning, and examined ten SRL areas. It also showed that students had positive perceptions of e-learning and demonstrated strong SRL skills, particularly in academic self-efficacy, effort regulation, and social support. A high level of academic performance was observed. Multiple regression analysis revealed that SRL significantly influenced academic performance. Additionally, there was a strong positive relationship between all e-learning (EL) dimensions and SRL. Opportunities in using e-learning highlighted flexibility, autonomy, and improved focus, while challenges included internet issues, distractions, and a lack of motivation. These findings emphasize the importance of strengthening SRL strategies and improving digital infrastructure to enhance student success in e-learning environments.
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