Perceived Learning Environments, Motivation, Time Management, and Academic Achievement in Online Computer Science Courses

Conference: The Asian Conference on Education (ACE2022)
Title: Perceived Learning Environments, Motivation, Time Management, and Academic Achievement in Online Computer Science Courses
Stream: Learning Experiences, Student Learning & Learner Diversity
Presentation Type: Live-Stream Presentation
Authors:
Shonn Cheng, Sam Houston State University, United States
Li-Jen Lester, Sam Houston State University, United States
Marc Casper, Sam Houston State University, United States

Abstract:

The goal of the present study was to examine the relations between college students’ perceived learning environments, motivational beliefs, time management, and academic achievement in an online introductory computer science course. A total of 151 students participated in the present study. In terms of the relations between students’ perceived learning environments and motivation, the results of path modeling showed that perceived active learning and autonomy, technical usability, and equity predicted academic self-efficacy. Perceived personal relevance and authentic learning and equity predicted task value. Perceived technical usability predicted emotional cost. Perceived instructor support and peer interaction did not predict any motivational beliefs. In terms of the relations between perceived learning environments and time management, no significant predictors were found. In terms of the relations between motivation and time management, only task value was the significant predictor. In terms of predicting academic achievement, only emotional cost and time management predicted academic achievement.

The results further showed that perceived personal relevance and authentic learning and equity was indirectly related to academic achievement through the pathways of task value and time management. Perceived technical usability was indirectly related to academic achievement through the pathways of emotional cost. The present study demonstrates the importance of students’ perceptions of learning environments in relation to their academic achievement in online computer science courses and reveals the mechanisms underlying these relations.

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