PROCESS VIRTUALIZATION REQUIREMENTS AND STUDENTS’ SATISFACTION WITH ONLINE MATHEMATICS LEARNING
DOI:
https://doi.org/10.35631/IJMOE.831084Keywords:
Online Learning, Process Virtualization Theory, Reach, Representation, Students’ SatisfactionAbstract
Online learning has become an important component of higher education, providing students with flexible access to learning materials, instructional activities, and communication regardless of time and location. Although previous studies have examined student satisfaction with online learning, limited attention has been given to the role of Process Virtualization Theory (PVT) requirements in explaining students’ satisfaction, particularly in the context of online Mathematics learning. This study aims to examine the relationships between six PVT requirements, namely sensory requirements, relationship requirements, synchronism requirements, representation, reach, and monitoring, and students’ satisfaction with online Mathematics learning. Data were collected from 185 undergraduate students enrolled in Calculus courses through a structured online questionnaire and analysed using the Statistical Package for the Social Sciences (SPSS). The results indicate that the overall regression model was statistically significant and explained 45.3% of the variance in students’ satisfaction (R² = 0.453, F = 24.527, p < 0.001). Among the six PVT requirements, representation (β = 0.550, p < 0.001) and reach (β = 0.207, p = 0.002) were significant predictors of students’ satisfaction with online Mathematics learning, while sensory requirements, relationship requirements, synchronism requirements, and monitoring were not statistically significant predictors. These findings indicate that representation and reach are particularly relevant to students’ satisfaction with online Mathematics learning. This study contributes to a better understanding of the application of PVT requirements in evaluating online Mathematics learning environments in higher education.
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