The effect of online learning platforms on students’ performance in higher institutions in Cameroon

Abstract

This study investigates the effect of online learning platforms on students’ performance in higher institutions in Cameroon”. The problem of this study emanates from the low quality of knowledge and skill acquired by university students in the context of output and digitalization. Four research questions with four research hypotheses were formulated to guide the study. Some related theories were used such as the cognitive theory of multimedia learning, the achievement goal theory, and the social learning theory. The tool used for data collection was the questionnaire and regression analysis were used to test the hypotheses. Data collected was analyzed using descriptive and inferential statistics with the help of IBMSPSSV26. Analysis of data demonstrated that quality student performance through good instructor’s online presence, learning content, interaction, and perceived use statistically influence students’ performance significantly. A significant regression equation was found to be [f (1,325) = 21.972, p = 0.000], with an R2 of 0.122. All four specific hypotheses were confirmed and all null hypotheses were rejected. Therefore, it is recommended that higher institutions stakeholders in Cameroon should draft policies and curricula that will favor the creation of a healthy instructor’s online presence, learning content, interaction, and perceived use, organized workshops to train staff on course content, teaching style, to ensure the development of good performance skills by graduates and hence promote their positive contribution to sustainable socioeconomic growth and development through their successful integration of the job markets. One major limitation faced was the reluctance of respondents to participate in answering the questionnaire.