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<p>This study investigated learners’ motivation as a mediator in the acceptance and effectiveness of online education in Nigerian Universities. The design was a cross-sectional survey of 356 randomly selected university undergraduates, postgraduate students and faculties. Convergent and discriminant techniques were used to test for the validity of the instrument while the composite technique was used to test for reliability owing to non-homogeneity of the factor loadings. The study used the structural equation modelling path diagram analysis to test the hypothesised relationship between the study’s variables owing to its efficacy in mediation analysis. The results indicate that online learning platforms, ease of learning (learning convenience) and learner autonomy have significant positive influences on learner motivation and thus, acceptance of online education while class control, ease of learning and learner autonomy have significant positive influences on learning effectiveness through the mediation of learner motivation.</p>

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Learners’ motivation as a mediator in the acceptance and effectiveness of online education in Nigerian Universities

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月9日

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  • Fred Peter,
  • Henry Egbezien Inegbedion,
  • Johnson Laosebican,
  • Ademola Sajuyigbe

摘要

This study investigated learners’ motivation as a mediator in the acceptance and effectiveness of online education in Nigerian Universities. The design was a cross-sectional survey of 356 randomly selected university undergraduates, postgraduate students and faculties. Convergent and discriminant techniques were used to test for the validity of the instrument while the composite technique was used to test for reliability owing to non-homogeneity of the factor loadings. The study used the structural equation modelling path diagram analysis to test the hypothesised relationship between the study’s variables owing to its efficacy in mediation analysis. The results indicate that online learning platforms, ease of learning (learning convenience) and learner autonomy have significant positive influences on learner motivation and thus, acceptance of online education while class control, ease of learning and learner autonomy have significant positive influences on learning effectiveness through the mediation of learner motivation.