E-Learning and Academic Performance during Covid-19: The Case of Teaching Integral Calculus

Abstract

This study investigates the impact of implementing integral calculus lectures which were originally very suitable in face-to-face delivery, but during the Covid-19 pandemic situation, these were delivered online through e-learning. This research analyzes the correlation between self-efficacy, creativity perception, and productive disposition towards academic performance using path analysis and was modeled in the form of regression equation. This study involved 108 students (35 males and 72 females) at a university in Bandung, West Java, Indonesia. The research instrument used was questionnaire of self-efficacy (11 items), creativity perception (15 items) and mathematical disposition (14 items). All research variable items had a Pearson correlation (r) greater than 0.25, so all items were said to be valid. The reliability coefficient of Cronbach's Alpha for self-efficacy, perceived creativity, and productive disposition were included in the high category. The results showed a correlation between self-efficacy and creativity perception with regard to productive disposition. There was also a direct correlation between self-efficacy and academic performance. Creativity perception did not show a direct influence on academic performance nor. Productive disposition had a direct influence on academic performance. There was a correlation between self-efficacy, creativity perception, and productive disposition of academic performance. Self-efficacy (happy to help other friends, dare to face criticism and challenges, and dare to compete to win a competition) had the largest contribution to academic performance while creativity perception (creative ideas must be sophisticated and complex, creative people have high curiosity, creative people find it difficult to accept different opinions from others, creativity can only be developed in certain people, and creativity comes over by chance) has the smallest one. These findings can be used as first step in understanding creative perception as a weak contribution to cognitive abilities about academic performance, even though creativity has an important role in developing mathematics performance.