The Influence of Teacher Factors on Online Learning Outcomes: The Mediating Effect of Online Learning Engagement

Liu  Jijie; Nitikorn Onyon; Mesa  Nuansri; Orasa  Charoontham

doi:10.14456/jsasr.2023.36

Authors

Liu Jijie Ph.D.Candidate of Curriculum and Instruction, Valaya Alongkorn Rajabhat University Under The Royal Patronage Pathum Thani, Thailand https://orcid.org/0000-0002-6333-242X
Nitikorn Onyon Curriculum and Instruction Program, Valaya Alongkorn Rajabhat University Under The Royal Patronage Pathum Thani, Thailand https://orcid.org/0009-0005-5171-3953
Mesa Nuansri Curriculum and Instruction Program, Valaya Alongkorn Rajabhat University Under The Royal Patronage Pathum Thani, Thailand https://orcid.org/0009-0003-2449-3604
Orasa Charoontham Curriculum and Instruction Program, Valaya Alongkorn Rajabhat University Under The Royal Patronage Pathum Thani, Thailand https://orcid.org/0009-0009-1295-2686

DOI:

https://doi.org/10.14456/jsasr.2023.36

Keywords:

Teacher Factors; , Online Learning Engagement; , Online Learning Outcomes

Abstract

Background and Aim: Learning outcome is an important indicator to measure students' learning cognitive ability and test their learning effect, which is significantly influenced by teacher factors and learning involvement, etc. Previous studies have investigated the mechanism of the interaction of these two factors on learning outcomes, but the strength of the relationship between teacher factors and learning outcomes in traditional teaching situations is unclear. The influence of mediating effect on the relationship between the two is still unclear. Therefore, based on the special situation of current online teaching, this study aims to investigate a linear structural relationship model of online learning outcomes and examine the goodness of fit of the linear structural relationship model with empirical data

Materials and Methods: The questionnaire survey was reliable at 0.98 and the discrimination index ranged from 0.40 to 0.82 which was used as a research instrument. Based on the survey results of 400 social science majors participating in online learning at Zhoukou Normal University, the structural equation model was analyzed through a statistical program for linear structural relationship analysis.

Results: According to the investigation of the goodness of fit of the model with the empirical data, when taking into account the goodness of fit index and the criteria indicating that the model fitted with the empirical data, (Chi-square = 52.19; p-value = 0.089, Chi-square/df = 2.61, AGFI = 0.94, CFI = 0.99, RMSEA= 0.064)

Conclusion:（1）Teacher factors were positively correlated with learning outcomes, but the effect value was small, that is, there was a weak correlation between the two. (2) Teacher factors positively predicted online learning engagement, and the effect size on learning engagement was significantly higher than that on learning outcomes. (3) There is a significant positive correlation between learning engagement and learning outcomes. (4) Learning engagement plays a completely mediating role in the perceived influence of teacher support on learning outcomes.

References

Bronfenbrenner, & Urie. (1977). Toward an experimental ecology of human development. American Psychologist.

Bronfenbrenner, & Urie. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22(6), 723-742.

Chang, T. Y., Hong, G., Paganelli, C., Phantumvanit, P., Chang, W. J., Shieh, Y. S., et al. (2020). Innovation of dental education during the COVID-19 pandemic. J. Dent. Sci. 16, 15–20. doi: 10.1016/j.jds.2020.07.011

Chen, Y., (2022). Research on the Influencing Factors of Undergraduates’ Learning Outcomes Based on Key Competencies. Master's thesis, Northeast Normal University. China. Retrieved from http://kns.cnki.gdbsu.2022.000736

Chen, J., Guo, Y., & Hu, X. (2015). Teacher Autonomy Support and junior high School Students' Engagement in Learning: The Influence of family social class and Students' Autonomy Motivation. Psychological Development and Education, 31(2), 8.

Chen, Y., & Guo, S. (2016). The Influence of junior high school students perceived teacher support behavior on academic achievement: A mediating moderating effect. Chinese Journal of Clinical Psychology, 24(2), 6.

Cirik, I. (2015). Relationships between Social Support, Motivation, and Science Achievement: Structural Equation Modeling. Anthropologist, 20(1-2), 232-242.

Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. R. Gunnar & L. A. Sroufe (Eds.), Self processes and development. The Minnesota Symposia on child psychology, 23, 43–77. Hillsdale, NJ: Lawrence Erlbaum.

Corell-Almuzara, A., López-Belmonte, J., & Moreno-Guerrero, J.-A. M.-M. a. u. F.-J. (2021). covid 19 in the field of education state of the art. Sustainability, 13(10), 1-17.

Dixson, M. D. (2010). Creating effective student engagement in online courses: What do students find engaging? Journal of Scholarship of Teaching & Learning, 10(2), 1-13.

Dong, X. (2016). A survey of college students' Learning Engagement and its Improvement strategies under the Network environment—Based on the perspective of active collaboration and teacher-student interaction. Master's thesis, Central China Normal University. China. Retrieved from http://kns.cnki.gshzu.2016.000347

Ewell, P. T. (2001). Accreditation and Student Learning Outcomes: A Proposed Point of Departure. CHEA Occasional Paper. Council on Higher Education Accreditation, 33.

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59-109.

Guo, J. (2020). On the Internet and Network Foreign Language Teaching. Research on Curriculum Education: Study on the Method of Learning and Teaching. 26 (1).

Guo, L., & Hu, H. (2022). The relationship between teacher care and college students' learning satisfaction in online teaching: The mediating role of learning Engagement. Contemporary education forum. (2), 42-50.

Han, H., & Wu, Y. (2023). The relationship between high school students' perceived teacher support behavior, self-efficacy and chemistry achievement. Chemistry teaching and learning. (3), 6.

He, S., & Qi, C. (2023). How students' perceived teacher autonomy support and math Anxiety affect academic achievement: Based on survey data of 42,643 students in Z Province. Educational science research, (2), 9.

Hu, J. (2008). Analysis on the relationship between Internal Management and external monitoring of higher education quality. Higher education research, 29(5), 6.

Hu, Y. H. (2022). Effects of the COVID-19 Pandemic on the Online Learning Behaviors of University Students in Taiwan. Education and Information Technologies, 27.

Indicated, N. A. (2017). Perceived challenge, teacher support, and teacher obstruction as predictors of student engagement. Correction to Strati, Schmidt, and Maier.

Kiuru, N., Pakarinen, E., Vasalampi, K., Silinskas, G., Aunola, K., Poikkeus, A. M., Nurmi, J. E., (2014). Task-Focused Behavior Mediates the Associations Between Supportive Interpersonal Environments and Students’ Academic Performance. Psychological Science. 25 (4), 1018-1024.

Kline, R. (1998). Principals and Practice of Structural Equation Modeling. New York: The Guilford Press.

Lam, S.-F., Jimerson, S., Kikas, E., Cefai, C., Veiga, F. H., Nelson, B., et al. (2012). Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries. J. Sch. Psychol. 50, 77–94. doi: 10.1016/j. jsp.2011.07.004

Lawson, M. A., & Lawson, H. A. (2013). New Conceptual Frameworks for Student Engagement Research, Policy, and Practice. Review of Educational Research, 83(3), 432-479.

Li, S. （2019. The relationship between Parental psychological control and Academic Achievement of Senior high School students: The mediating effect of learning self-control and learning Engagement. Master's thesis, Minnan Normal University University, China. Retrieved from http://kns.cnki.gshzu.2019.000635

Li, S., Li, R., & Yu, Z. (2018). Evaluation Model of Distance Student Engagement: Based on LMS Data. Open education research, 024(001), 91-102.

Li, Y., & Liu, H. (2000). Teacher efficacy and its Influence on Teaching behavior. Educational research and experimentation. (1), 6.

Li, Z., Zhang, Z., & Liu, H. (2020). Research on Evaluation Method of Online Learning Input Based on Model Integration. Distance education in China.(10), 9.

Liu Yanan, (2022). Inner class students aware of the relationship between teachers support behavior and academic performance： A chain intermediary model. Master's thesis, Shihezi University, China. Retrieved from http://kns.cnki.gshzu.2022.000645

Liu, B., Zhang, W., & Liu, J. (2017). A study of the influence of teacher support on online learner engagement. Research on visual education, 38(11), 7.

Oda, S., Konishi, C., Oba, T., Wong, T., & Onge-Shank, C. S. (2021). Students' Math Self-Concept, Math Anxiety, and Math Achievement: The Moderating Role of Teacher Support. Journal of Education and Development, 5(1).

Pellman, B. A., Schuessler, B. P., Tellakat, M., & Kim, J. J. (2017). Sexually Dimorphic Risk Mitigation Strategies in Rats. eNeuro. 4(1), ENEURO.0288-16.2017. DOI:10.1523/ENEURO.0288-16.2017

Pokhrel, S., & Chhetri, R. (2021). A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning. Higher Education for the Future, 8(3), 234763112098348.

Qiao, N., Zhang, J., Liu, G., & Lin, C. (2013). The Influence of family socioeconomic status and parental Involvement on the academic achievement of junior high school students: The moderating role of teacher support. Psychological development and education, 29(5), 8.

Ribeiro, A. R., Pereira, A. I., & Pedro, M. (2019). Predictors of school affective engagement during elementary school: A systematic review. Analise Psicologica, 37(2), 193-207.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social Schwartz, S. H. 1977. Advances in Experimental Social Psychology, 10, 221-279.

O’ Shea, S., Stone, C., & Delahunty, J. (2015). “I ‘feel’ like I am at university even though I am online.” exploring how students narrate their engagement with higher education institutions in an online learning environment. Distance Education, 36(1), 41. https://doi.org/10.1080/01587919.2015.1019970.

Shea, P., & Bidjerano, T. (2009). Community of inquiry as a theoretical framework to foster "epistemic engagement" and "cognitive presence" in online education. Computers & Education, 52(3), 543-553.

Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and Disaffection in the Classroom: Part of a Larger. Journal of Educational Psychology, 100(4), 765-781.

UNESCO. (2020). Education: From disruption to recovery UNESCO. Retrieved May 24, 2020, from https://en. unesco.org/covid19/educationresponse

Vilkova, K. (2022). The promises and pitfalls of self-regulated learning interventions in Moocs. Technology, Knowledge and Learning, 27(3), 689–705.

Wang, M. T., and Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: a longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction. 28, 12-23. https://doi.org/10.1016/j.learninstruc.2013.04.002

Wang, Y., Li, H., Song, X., Zheng, S., & Xun-Xun, X. U. (2020). Practice and research on Teaching Quality Evaluation System of medical-vocational Colleges -- A case study of Xingtai Medical College. Journal of Xingtai Vocational and Technical College, 37(4), 4.

Wu, F. (2017). The influence mechanism of undergraduate learning achievement in Chinese Research University -- and the particularity of undergraduate learning experience. Higher education research. (9), 9.

Xiao, S., & Yang, D. (1987). Effects of social support on physical and mental health. Chinese Journal of Mental Health. (4), 5.

Xu, X. (2021). Research on the way to improve teachers' Application ability of Information Technology based on online teaching. Occupation. (21), 2.

Yang, Z., Chen, Q., & Lu, T. (2016). A study on the influence of perceived teacher support on learning engagement of primary school students in urban and rural connection departments. Modern primary and secondary education. (4), 6.

Yin, R., & Xu, H. (2016). Research progress and prospect of online learning investment in foreign countries. Open education research. 22(3), 9.

Zhang, D., Fu, D., Liu, H., & Liu, L. (2018). The Influence of Students' perceived teacher Autonomy Support on Students' academic achievement: The mediating role of autonomy psychological need and internal motivation. Teacher education research, 30(1), 8.

Zhang, J., Li, H., Zhang, M., Zhao, X., & Si, J. (2019). Associations between perceived teacher support, mathematics self-efficacy, and mathematics achievement among elementary school children: a moderated mediation model. Psychological and behavioral research, 17(5), 8.

Zhao, X., Wang, X., Wei, Y., Wang, J., & Zuo, C. (2020). Research on the Influence of College Students' Engagement in Blended Learning: Teacher Support, Situational Interest, and Self-Regulation. Paper presented at the 2020 International Symposium on Educational Technology (ISET).

Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The Multidimensional Scale of Perceived Social Support. Journal of Personality Assessment, 52(1), 30–41. https://doi.org/10.1207/s15327752jpa5201_2