Extent to which self-regulation behavior influences student online learning outcomes in public universities of Western region, Kenya

Carolyne Mukenye; Rose Opiyo; Manson B. Sichari

doi:10.51867/ajernet.6.4.26

Authors

Carolyne Mukenye
mukenyecarol@gmail.com
Masinde Muliro University of Science and Technology, Kenya
Rose Opiyo Masinde Muliro University of Science and technology, Kenya
Manson B. Sichari Masinde Muliro University of Science and technology, Kenya https://orcid.org/0000-0001-9881-814X

Keywords:

Public Universities, Self-Regulation Behavior, Student Online Learning Outcomes, Western Region, Kenya

Abstract

Higher education institutions are undergoing radical transformations driven by the need to digitalize education and training processes rapidly. Universities continue to prioritize online learning as a means of meeting the diverse needs of students, ensuring accessibility, flexibility, and continuity in education. However, for students to effectively benefit from online learning, two crucial constructs play a pivotal role: academic motivation and self-regulation. These factors significantly influence students’ ability to engage with, persist in, and succeed in online learning environment. Despite the growing emphasis on online education, many students in public universities in the Western region of Kenya face challenges related to self-discipline which affect their learning outcomes. The purpose of this study was to assess the impact of self-regulation strategies on students’ online learning outcomes. This study was guided by self-regulation theory. A mixed-methods research design was employed, targeting 4,551 respondents, comprising 4,475 undergraduate students from the Department of Education, 24 heads of the Education Department, 39 instructors, and 4 ODEL administrators. Data was collected using questionnaires and key informant interview schedules. A pilot study was conducted to ensure reliability, with Cronbach’s alpha used to test the internal consistency of research instruments. Face, content, and criterion validity of the instruments were ascertained. Data analysis involved correlation to assess relationships between variables and multiple regression to predict their interactions. The qualitative results from the interview showed that self-regulation influences students’ online learning outcomes in public universities within this region. The results showed a strong positive relationship (correlation coefficients of 0.821, respectively) between students' online learning outcomes and self-regulation behavior. According to linear regression analysis, students' online learning results were positively and significantly impacted by self-regulation behavior (regression coefficients of 1.271, respectively) The study found that self-regulation explained around 55.2% of the variance in students' online learning results. For education stakeholders, these findings have important ramifications, especially when evaluating readiness for the competency-based curriculum (CBC) in Kenya by 2026, which includes the use of online learning techniques. The Teachers Service Commission (TSC), Kenya Institute of Curriculum Development (KICD), and Ministry of Education (MOE) may utilize these findings to create efficient teacher training plans for online instruction and to address challenges hindering the adoption of online learning. Enhancing students' academic motivation and self-control will be key to a successful digital learning experience.

Dimensions

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