Evaluating the effect of online learning model on students academic engagement and achievement in Ghana

Introduction/Background: Higher education, especially internet education programmes, has changed a lot since online learning became popular so quickly. The University of Ghana has combined regional learning centres with its Learning Management System Sakai to help students do better in school and get more involved. However, not many real-world studies have looked at how online learning tools, tests, and contact sites affect how well students do in this setting. This research looks into how online learning evaluation, online learning tools, and communication platforms affect how well University of Ghana distance learners do in school and how engaged they are with their work. Materials and Methods: A quantitative, survey-based, and cross-sectional research methodology was used for this work. Using Cochran's formula for an unknown population, a sample size of 385 students was found. Using a snowball sampling method, data were gathered online through Google Forms from students in different learning centres across Ghana. Out of the 344 acceptable replies, 89% were looked at. Academic success, student involvement, online learning systems, online learning evaluation, and online platforms and communication were all tested with validated tools that were based on earlier studies. For basic tests, SPSS was used to look at the data, and Smart-PLS was used for structural equation modeling to test the hypotheses. Results: The results show that online learning assessment and online platforms and communication have a significant effect on academic achievement and engagement. The online learning method also positively affects academic success but has a weaker effect on student engagement. Structural Equation Modeling results supported the reliability and validity of the measurement constructs, with acceptable Cronbach’s alpha values for all scales. Discussion: The study supports the Self-Determination Theory, stressing that organised and well-designed online learning tests increase internal drive, leading to better academic success. Effective communication tools enable peer contact and teacher involvement, adding to better student engagement. However, difficulties such as internet connection and computer skills remain roadblocks to reaping the benefits of online learning. Conclusion: The study supports the Self-Determination Theory, stating that planned and well-designed online learning tests boost internal drive, leading to better academic success. Effective communication tools allow friend touch and teacher participation, leading to better student engagement. However, problems such as internet access and computer skills remain roadblocks to getting the benefits of online learning.