The mediating role of online learning readiness in the relationship between course satisfaction and self-efficacy to learn statistics in online classes

The study identifies the mediating effects of online learning readiness (OLR) in the relation between course satisfaction and self-efficacy to learn online statistics. The sample comprised 121 students recruited from a large public university in a south-eastern state in the United States of America. Structural equation modelling (SEM) and correlational analysis were used to test the hypotheses. We found that self-efficacy to learn statistics is positively associated with both course satisfaction and online learning readiness in students. OLR has a significant positive association with course satisfaction. Our findings confirmed the mediational effect of OLR of students enrolled in online statistics courses in the relationships between self-efficacy to learn statistics and students' course satisfaction. This study suggests that self-efficacy to learn statistics contributes to higher course satisfaction in online statistics learning. We suggest that educational establishments should focus on developing policies to improve the online learning readiness of students and student self-efficacy, to enhance course satisfaction.