FACTORS INFLUENCING STUDENT SATISFACTION WITH ONLINE LEARNING INTERFACES IN CALCULUS COURSES

Abstract

Advancements in technology have significantly transformed education towards online learning, especially for higher education institutions. However, the transition from conventional ways of face-to-face to online learning can affect students’ satisfaction, particularly in online learning interfaces. An online learning platform’s design, features, and usability are important factors that influence how students perceive and benefit from their education. Meanwhile, previous studies have explored online learning interfaces in general. Limited research has specifically addressed interfaces designed for calculus courses, requiring specialized tools such as graphing features, equation editors, and interactive problem-solving. Thus, this study aims to determine the relationship between three factors of Online Learning Self-Efficacy (OLSE), including learning, time management, and technology, and students’ satisfaction with online learning interfaces. It also intended to identify the most significant factors influencing student satisfaction in online learning interfaces. A study involving 187 Diploma in Computer Science students who completed an online survey. The survey comprised an OLSE questionnaire and an e-learning satisfaction questionnaire. Data was analyzed by using Statistical Package for the Social Sciences (SPSS) software. Descriptive statistics, including means and standard deviations, were employed to summarize demographic data, while correlation analysis examined relationships between variables. Furthermore, regression analysis was used to identify the factors most significantly influenced students’ satisfaction. The result revealed that self-efficacy in learning, time management, and technology significantly correlated with student satisfaction. These findings highlight that self-efficacy in time management is the factor that most influences students’ satisfaction with online learning interfaces, particularly in the calculus course.