| Итог: | The integration of digital tools within educational frameworks has significantly transformed
learning environments, creating both opportunities and challenges for students. This study
explores the impact of introductory remedial classes on digital anxiety and self-efficacy among
first-year MA students at the Asian University for Women (AUW), particularly those with
limited prior exposure to Learning Management Systems (LMS). Through the implementation of
a remedial class, the study aims to evaluate changes in students' digital anxiety, self-efficacy,
confidence, and motivation, compared to those who forgo this training.
Using a mixed-methods quasi-experimental design, pre- and post-intervention surveys were
administered to both intervention (n = 7) and control (n = 7) groups to measure changes across
four outcomes: digital anxiety, self-efficacy, engagement, and satisfaction. Quantitative data
were analyzed using descriptive statistics, Repeated-Measures ANOVA, and Difference-inDifferences (DiD) regression. Qualitative data, collected from classroom observations and
interviews with students and faculty, were analyzed through thematic analysis.
Results showed significant improvements for the intervention group across key variables. Digital
anxiety decreased substantially (DiD B = −14.14, p = .009), while self-efficacy showed a very
large increase (DiD B = 17.43, p < .001). Engagement also improved significantly (DiD B =
7.71, p = .003). Although satisfaction increased moderately, the change was not statistically
significant. Qualitative findings supported these results, revealing students’ transition from
confusion and fear to confidence, independence, and active engagement. Teachers likewise
observed notable improvements in students’ digital competence and classroom participation.
The study concludes that short-term, structured LMS training can meaningfully reduce anxiety,
strengthen self-efficacy, and enhance engagement for digitally underprepared learners. It
recommends institutionalizing early LMS orientation, providing ongoing support, and adopting
consistent course design practices to sustain digital readiness across the student body.
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