International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

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 Volume 9, Issue 8 (August 2022), Pages: 158-163

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 Original Research Paper

 Learning self-efficacy and barriers among students to online learning during the COVID-19 pandemic

 Author(s): Hamdan Albaqawi *

 Affiliation(s):

 College of Nursing, University of Hail, Hail, Saudi Arabia

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 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0000-0001-9749-9669

 Digital Object Identifier: 

 https://doi.org/10.21833/ijaas.2022.08.020

 Abstract:

The purpose of this study is to determine contributory factors to students' self-efficacy and barriers in online learning during the COVID-19 pandemic. This research used a quantitative-cross sectional with the 202 student nurses of the College of Nursing, University of Hail. These students were chosen through convenience sampling. Data gathering was between November and December 2021. The frequency and percentage were used to analyze the demographic characteristics and the identified barriers. The results show a significant difference between gender and online environment (t=-3.807; p<.001), time management (t=-2.651; p<.009), and technology (t=-2.902; p<.004) was established. The age was not significant difference with online environment (F=.103; p>.902), time management (F=1.408; p>.247), and technology (F=.750; p>.474). In addition, the level of proficiency was found no significant difference in the online environment (F=1.986; p>.098), time management (F=1.026; p>.395), and technology (F=2.231; p>.067). Lastly, the grade point average (GPA) was also found no significant difference with the online environment (F=.923; p>.490), time management (F=.743; p>.636), and technology (F=.449; p>.870). The weak internet connection has the highest percentage (43.6%) followed by poor presentation materials of instructors (34.2%) as the identified barriers to self-efficacy in online learning education. In conclusion, educational institutions need to understand the factors that influence student attraction and motivation to continue taking online studies in the future.

 © 2022 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords: Barriers, Online learning, Self-efficacy, COVID-19, Pandemic

 Article History: Received 22 March 2022, Received in revised form 27 May 2022, Accepted 26 May 2022

 Acknowledgment 

No Acknowledgment.

 Compliance with ethical standards

 Ethical consideration: 

This research has the approval of the Institutional Review Board of the University of Hail. Furthermore, anonymity, confidentiality, and the right to withdraw from the study were ensured for the participants.

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Albaqawi H (2022). Learning self-efficacy and barriers among students to online learning during the COVID-19 pandemic. International Journal of Advanced and Applied Sciences, 9(8): 158-163

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 Tables

 Table 1 Table 2 Table 3

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