Abstract:

The COVID-19 pandemic has had a global impact on higher education. E-learning systems have become an essential tool in the teaching and learning processes of education and they have become essential in this educational context. Accordingly, this study highlights the factors which have influenced how students perceive their academic performance during the COVID lockdown. This paper try to study how COVID-19’s impact on students’ learning effectiveness. We explored the factors influencing on students perceived this period of changeover to e-learning. We survey and present a model for measuring success of e-learning systems based on the DeLone & McLean (2003) information systems model, the technology acceptance model (TAM) and the E-learning Acceptance Measure (ElAM). As a result, the goal of this study was to develop a new paradigm by combining the three theories. A total sample of 200 students from a public secondary school participated in this study. We surveyed students using the structural equation modelling PLS-SEM approach. In general, the model gave quite consistent results and the impact of e-learning quality on the students’ performance is related by their satisfaction with e-learning. The findings provide a basis for policy recommendations to support decision-makers incorporate e-learning issues in any similar circumstances.

Keywords:

Academic self-efficacy, on-line-learning, academic performance, e-learning acceptance, structural equation modeling.