The Impact of Introductory Remedial Classes on Digital Anxiety and Self-Efficacy in Learning Management Systems: A Study of Students with Limited LMS Exposure at Asian University for Women (AUW)
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 studen...
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| Формат: | Дисертація |
| Мова: | en_US |
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Asian University for Women
2026
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| Онлайн доступ: | https://repository.auw.edu.bd/handle/123456789/3079 |
| _version_ | 1857448921508347904 |
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| author | Hashemi, Zahra |
| author_facet | Hashemi, Zahra |
| author_sort | Hashemi, Zahra |
| collection | institutional Repository |
| description | 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. |
| format | Thesis |
| id | 123456789-3079 |
| institution | Asian University for Women |
| language | en_US |
| publishDate | 2026 |
| publisher | Asian University for Women |
| record_format | dspace |
| spelling | 123456789-30792026-02-18T06:11:21Z The Impact of Introductory Remedial Classes on Digital Anxiety and Self-Efficacy in Learning Management Systems: A Study of Students with Limited LMS Exposure at Asian University for Women (AUW) Hashemi, Zahra Digital Anxiety, Digital Self-Efficacy, Learning Management System (LMS), Canvas, Student Engagement, Remedial Training, Higher Education 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. 2026-01-28T11:51:30Z 2026-01-28T11:51:30Z 12/5/2025 Thesis https://repository.auw.edu.bd/handle/123456789/3079 en_US application/pdf Asian University for Women |
| spellingShingle | Digital Anxiety, Digital Self-Efficacy, Learning Management System (LMS), Canvas, Student Engagement, Remedial Training, Higher Education Hashemi, Zahra The Impact of Introductory Remedial Classes on Digital Anxiety and Self-Efficacy in Learning Management Systems: A Study of Students with Limited LMS Exposure at Asian University for Women (AUW) |
| title | The Impact of Introductory Remedial Classes on Digital Anxiety and Self-Efficacy in Learning Management Systems: A Study of Students with Limited LMS Exposure at Asian University for Women (AUW) |
| title_full | The Impact of Introductory Remedial Classes on Digital Anxiety and Self-Efficacy in Learning Management Systems: A Study of Students with Limited LMS Exposure at Asian University for Women (AUW) |
| title_fullStr | The Impact of Introductory Remedial Classes on Digital Anxiety and Self-Efficacy in Learning Management Systems: A Study of Students with Limited LMS Exposure at Asian University for Women (AUW) |
| title_full_unstemmed | The Impact of Introductory Remedial Classes on Digital Anxiety and Self-Efficacy in Learning Management Systems: A Study of Students with Limited LMS Exposure at Asian University for Women (AUW) |
| title_short | The Impact of Introductory Remedial Classes on Digital Anxiety and Self-Efficacy in Learning Management Systems: A Study of Students with Limited LMS Exposure at Asian University for Women (AUW) |
| title_sort | impact of introductory remedial classes on digital anxiety and self efficacy in learning management systems a study of students with limited lms exposure at asian university for women auw |
| topic | Digital Anxiety, Digital Self-Efficacy, Learning Management System (LMS), Canvas, Student Engagement, Remedial Training, Higher Education |
| url | https://repository.auw.edu.bd/handle/123456789/3079 |
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