Students' Interest in Mathematics during the Digital Age: Impact of Online Learning, Self-efficacy, and Self-regulated Learning Using Structural Equation Modeling

Background: The rapid digital transformation of higher education, accelerated by the COVID-19 pandemic, has increased students' engagement with mathematics through online learning platforms. While online learning offers flexibility and broader access to educational resources, its influence on students’ interest in mathematics remains unclear. Self-efficacy and self-regulated learning are considered important factors that may explain how online learning shapes students’ motivation and interest in mathematics. Purpose: This study examined the mediating role of self-efficacy and self-regulated learning in the relationship between online learning and students’ interest in mathematics. Methodology/Design/Approach: This study adopted a cross-sectional survey design. The study was conducted at a public university in Ghana. Data were collected using a structured questionnaire with a sample of 350 students. Participants were selected through stratified random sampling. Data were analysed using structural equation modelling (SEM) in Amos (version 23). Findings: The analysis indicated that online learning significantly predicted students’ interest in mathematics, self-regulated learning, and self-efficacy. Additionally, self-efficacy and self-regulated learning also predicted students’ interest in mathematics. Furthermore, self-efficacy partially mediated the relationship between online learning and students' interest in mathematics. Finally, self-regulated learning partially and significantly mediated the link between online learning and students’ mathematics interest. Research Limitations: This study focused on the mediating role of self-efficacy and self-regulated learning without examining moderating effects. However, these factors might be crucial in analysing the moderating influence of perceived digital literacy on the relationship between online learning and students’ interest in mathematics. Originality: The principal contribution of this study is the examination of the mediating roles of self-efficacy and self-regulated learning in the relationship between online learning and students’ interest in mathematics.