The Effect of E-Learning on Academic Progress, Critical Thinking, Higher Thinking and Student Satisfaction with the Mediating Role of Academic Self-Efficacy, Learning Motivation and Student Participation

Abstract

The purpose of this research was the effect of e-learning on academic progress, critical thinking, higher thinking and student satisfaction with the mediating role of academic self-efficacy, learning motivation and student participation. he method of the current research was descriptive correlation type with path analysis approach. The statistical population consisted of 1832 high school students of Kufa city, 320 of them were selected by cluster random sampling using Morgan's table. To collect research data, from eight standard questionnaires, e-learning by Malik Hashim (1402), academic self-efficacy by Morris (2001), academic motivation by Harter (1981), student participation by Wang et al. (2011) , academic progress from Salehi (2014), critical thinking from Ritex (2003), higher level thinking from Abdi et al. (2014), satisfaction with education was used by Ahmadi (2016). The validity and reliability of the questionnaire was confirmed. Data analysis was done using Pearson's correlation coefficient analysis and path analysis in SPSS and Lisrel statistical software. The results showed that the effect of e-learning on academic progress, critical thinking, higher level thinking and satisfaction directly and with the mediating role of academic self-efficacy, learning motivation and participation of students was positive and significant.