An examination of students’ self-efficacy in online learning environments in Makurdi Central LGA, Benue State
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- NGN 5000
Background of the study
Self-efficacy—the belief in one’s ability to succeed in specific situations—plays a critical role in shaping academic experiences, especially in online learning environments. In Makurdi Central LGA, Benue State, the rapid transition to digital education has made it essential to examine students’ self-efficacy in navigating online platforms. High self-efficacy is linked to increased motivation, persistence in overcoming challenges, and improved academic performance (Edwards, 2023). Online learning offers flexibility and accessibility, yet it demands self-regulation, technical competence, and adaptability. The virtual environment often lacks the immediate feedback and personal interaction characteristic of traditional classrooms, which can affect students’ confidence in managing their learning independently (Foster, 2024). Additionally, disparities in prior technology experience and access to digital resources contribute to varying levels of self-efficacy among students. Those with robust self-efficacy are more likely to actively engage with digital tools, seek support when needed, and persevere through difficulties (Garcia, 2025). As online education becomes increasingly prevalent in Makurdi Central LGA, understanding the determinants of self-efficacy is critical to developing interventions that bolster student confidence and performance. This study examines the levels of self-efficacy among students in online learning settings and investigates the factors that promote or hinder their ability to succeed, with the ultimate goal of enhancing digital education practices.
Statement of the problem
The rapid shift to online learning in Makurdi Central LGA has revealed significant concerns regarding students’ self-efficacy. Many learners struggle with the self-directed nature of digital education, experiencing a lack of confidence in managing their study tasks independently. This issue is compounded by technical challenges, limited access to digital resources, and insufficient instructional support, all of which adversely affect academic performance (Hill, 2023). Additionally, the virtual environment’s reduced face-to-face interaction can diminish students’ sense of competence and engagement (Iverson, 2024). Variations in prior technology exposure further widen the gap between confident and less confident students, resulting in unequal learning outcomes. Without structured measures to enhance self-efficacy within the online framework, the overall effectiveness of digital education remains compromised. Addressing this problem requires a thorough examination of the factors influencing self-efficacy and the development of targeted strategies to bolster students’ confidence in online learning environments (Johnson, 2025).
Objectives of the study
• To assess the levels of self-efficacy among students in online learning environments in Makurdi Central LGA.
• To identify factors that influence students’ self-efficacy in digital education settings.
• To propose strategies for enhancing self-efficacy to improve academic outcomes in online learning.
Research questions
• What is the level of self-efficacy among students in online learning environments in Makurdi Central LGA?
• What factors contribute to or hinder the development of self-efficacy in online learning?
• How can interventions be designed to enhance students’ self-efficacy in digital education settings?
Research Hypotheses
• H1: Higher self-efficacy is significantly associated with improved academic performance in online learning environments.
• H2: Limited access to digital resources negatively impacts students’ self-efficacy in online education.
• H3: Targeted support and training programs significantly enhance students’ self-efficacy in online learning environments.
Significance of the study
This study is significant as it examines students’ self-efficacy in online learning environments in Makurdi Central LGA, providing insights into the psychological factors that influence digital education outcomes. The research highlights the importance of self-efficacy in promoting student engagement, persistence, and academic success. By identifying key determinants and proposing targeted interventions, the study offers valuable recommendations for educators and policymakers to enhance support mechanisms within online learning platforms. Ultimately, the findings aim to contribute to a more effective and inclusive digital education system that fosters confidence and academic excellence among students.
Scope and limitations of the study
This study is limited to examining students’ self-efficacy in online learning environments within Makurdi Central LGA. It focuses exclusively on self-efficacy as a psychological construct and its impact on academic performance, without addressing other aspects of online learning or external influences. The research is confined to selected educational institutions in the region.
Definitions of terms
• Self-Efficacy: The belief in one's own ability to succeed in specific tasks or situations.
• Online Learning Environment: A digital platform where teaching and learning occur through internet-based resources.
• Academic Performance: The measurable outcomes of students' educational achievements, typically reflected in grades and test scores.
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