Impact of E-Learning Success Factors on Academic Performance: The Role of Gender among Management Undergraduates in a Sri Lankan State University

Abstract

E-learning has become a transformative force in higher education, mainly in developing countries such as Sri Lanka, where technology-mediated learning has gained rapid momentum. The increasing reliance on platforms like Zoom, Google Meet, and Microsoft Teams highlights the importance of understanding how success factors shape academic outcomes. The present study investigates the impact of e-learning success factors perceived ease of use, perceived usefulness, self-efficacy, and interaction on student performance among management undergraduates at Sri Lankan State University, while examining the role of gender. Primary data were collected through a structured questionnaire from 309 undergraduates selected using a convenience sampling method. A quantitative, deductive research design was applied, and data were analyzed using SPSS software. The findings revealed that perceived usefulness and self-efficacy had a significant positive impact on student performance, while perceived ease of use and interaction showed weaker or context-dependent effects. Gender was not found to significantly moderate the relationship between e-learning success factors and academic performance. This suggests that the effects of e-learning success factors on student performance are generally similar across male and female students. These results provide valuable insights for policymakers, educators, and technology developers in designing inclusive and effective e-learning environments. The study emphasizes the need to address contextual barriers such as accessibility, digital literacy, and psychological effects to ensure that e-learning fulfills its potential in improving academic performance.