The Impact of Satisfaction, and Autonomous Learning Strategies Use on Scholastic Achievement During COVID-19 Confinement in Malaysia

The purpose of this study is twofold. Firstly, this study seeks to better understand students’ learning experience, and secondly, this study analyses students’ use of autonomous learning strategies in digital learning amidst the Covid-19 lockdown. While Malaysia grapples with a growing number of Covid-19 cases, the underlying toll of the pandemic has hit the youth hard with many mental health concerns and this has affected their learning. The nurturing of autonomous learning strategies especially during the Covid-19 confinement is critically needed to assist this vulnerable group. Although there are a plethora of studies in view of students’ use of autonomous learning strategies towards scholastic achievement during the Covid-19 lockdown internationally, studies in the Asia region are still rudimentary. This study investigated 316 university students from targeted universities in Malaysia. Responses were gathered from an online survey and the data was analysed with Smart PLS 3.0. The results of this case study reported that student interactive engagement and study environment has a significant impact on students’ scholastic achievement during the lockdown. Remarkably, new insights are uncovered in this paper revealing no relationship between self-efficacy and satisfaction with students’ scholastic achievement. Possible explanations surrounding why satisfaction and self-efficacy were suppressed by the lockdown are discussed. The outcomes of this study provide key insights that may assist students to condition their minds to use autonomous learning strategies in digital learning to enhance their scholastic achievement.