Examining the Relationship between Socioeconomic Status and Student Participation in Online Learning Settings
Abstract
Socioeconomic status critically shapes how students engage in online learning, yet the precise mechanisms of this influence are often unclear. This study investigates the specific pathways through which socioeconomic factors determine student participation in digital higher education. Using an explanatory sequential mixed-methods design, the research surveyed 327 undergraduates from two Nigerian universities and conducted in-depth interviews and digital diaries with a purposive subsample. Quantitative analysis reveals a strong positive correlation between socioeconomic status and participation levels, with status explaining 38% of the variance. Mediation analysis confirms this relationship is fully channeled through two psychological variables: perceived time constraints and online learning self-efficacy. [cite_start]Qualitative findings illuminate the lived experience behind these statistics, identif... [cite: 7]
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