The Impact of E-Learning Ability on Students’ Academic Performance: Using Regression Analysis

Abstract

In this paper, the E-learning ability (learners’ ability to efficiently utilize digital tools and resources) and academic performance of university students were investigated by means of a questionnaire survey. The E-learning ability was considered from five aspects, including conscious ability. A total of 689 questionnaires were distributed, and 646 questionnaires were recycled. The rationality of the questionnaire was verified by project analysis. According to the collected data, the differences in different aspects of E-learning ability and academic performance in terms of gender, age, and major were analyzed. The results showed that both the overall E-learning ability and academic performance of university students need to be improved. In terms of gender, only the technical ability had a significant difference (t = 3.947, p = 0.000). In terms of grade, there were significant differences in management ability, evaluation ability, and academic performance (p <0.01). In terms of major, the E-learning ability and academic performance had significant differences (p <0.01). The influence of E-learning ability on students’ academic performance was analyzed by regression analysis, and it was found that conscious, technical, and management abilities had positive predictive effects on academic performance. The results verify that E-learning ability has a positive impact on students’ academic performance, and university students should pay attention to improving E-learning ability.