Impact of Online Learning on Academic Performance Based on Achievement Goal Theory

Anatan, Lina and Bangun, Wilson and Siagian, Erwin (2024) Impact of Online Learning on Academic Performance Based on Achievement Goal Theory. Review of Integrative Business & Economics Research, 13 (2). pp. 301-313.

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Abstract

This study analyzed whether personal, teaching, and institutional factors influence student academic performance during the COVID-19 pandemic using Achievement Goal Theory (AGT). The cross-sectional data was collected through an online survey using a purposive sampling method with students at the Faculty of Business as the criteria. Data were analyzed by using multiple regression analysis methods and it was found that personal and institutional factors had a significant influence on students' academic performance. On the other hand, the teacher factor does not have a significant effect. The results also confirm the AGT perspective that the students represent two groups of students who have learning motivation based on mastery goal orientation and performance goal orientation. The practical implication of this study can be explained that during the COVID-19 pandemic, the large-scale social restriction policy implementation has forced the public in general and higher education institutes, in particular, to adopt the new habits that are identical to hygiene, low touch, less crowd, and low mobility. To respond to these new policies and habits, universities implement an online distance learning system. Disruptions in the network of teachers and students certainly impact student academic performance. This paper provides benefits in analyzing what factors affect student academic performance, especially during online learning in the pandemic which becomes the value added of this study. In addition, this study contributes both practically and theoretically to the establishment of appropriate policies and strategies for implementing online learning. Considering that this study still involves a limited sample, the study results cannot be generalized and may be different if tested on samples from study programs, faculties, universities, and other countries. Therefore, further studies need to be carried out by involving a more significant number of samples from study programs in other countries by examining the role of socio-cultural as a factor influencing student academic performance.

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