Perceived Relevance, Computer Self-Efficacy, Computer Dexterity, and Internet Proficiency as Predictors of Physics Education Undergraduates’ Participation in Online Learning Environment

Abstract

This study examined Perceived Relevance, Computer Self-Efficacy, Computer Dexterity, and Internet Proficiency as Predictors of Physics Education Undergraduates’ Participation in Online Learning Environments. A quantitative, correlational (non-experimental) survey design was adopted. The study population consisted of all Physics Education undergraduates in Ogun State Universities, and a stratified random sampling technique was employed to select a sample of 134 respondents. Data were collected using a researcher-designed instrument titled Questionnaire on Predictor Factors on Participation in Online Learning Environment (QPRPOLE). The instrument’s reliability was established using Cronbach’s alpha, yielding a coefficient of r = 0.74, indicating good internal consistency. Data were analyzed using frequency counts, mean and standard deviation, Pearson product-moment correlation, and multiple regression analysis. The findings revealed that perceived relevance (r = .653), internet proficiency (r = .624), and computer selfefficacy (r = .601) had strong positive correlations with online learning participation, while computer dexterity (r = .583) showed a moderate-to-strong correlation. The regression model demonstrated that all four predictors significantly contributed to the prediction of participation in online learning. Specifically, perceived relevance (β = .352, p < .001) was the strongest predictor, followed by computer self-efficacy (β = .284, p < .001), internet proficiency (β = .221, p < .001), and computer dexterity (β = .207, p = .001). The model was statistically significant, F(4,129) = 45.62, p < .001, accounting for 58.5% of the variance in online learning participation (R = .77, R² = .59, Adjusted R² = .57). The study concluded that these four factors collectively and significantly influenced Physics Education undergraduates’ participation in online learning environments. Based on the findings, it is recommended that higher institutions provide structured digital literacy and skill development programs to strengthen students’ computer dexterity and internet proficiency. Educators should design online physics content that is contextually relevant and engaging to improve students’ perceived relevance and motivation to participate in online learning.