The sequential pathway from AI literacy through LMS quality and blended-learning satisfaction to academic performance is significant (β = .263, p < .001)¶
Claim · All claims
Evidence · 1 study · associationalr2·q2·i2medium
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
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q2 i2 In a direct sequential pathway, LMS quality proved significant (β = .263, p < .001), supporting serial mediation through LMS quality and blended-learning satisfaction. → Charles Atta Koduah 2025
Evidence¶
Charles Atta Koduah 2025¶
Charles Atta Koduah, Harry Barton Essel, Prosper Setsoafia, Edmund Boamah Acheampong, and 5 more. (2025). AI Literacy and Academic Performance among Non-STEM Students in KNUST: The Roles of LMS Quality and Blended-Learning Satisfaction. Research Square preprint. https://doi.org/10.21203/rs.3.rs-11239563/v1
q2 · i2 · associational · r2
The PLS-SEM serial mediation test in the 432-student survey found that "in a direct sequential pathway, LMS quality proved significant (β = .263, p < .001)".
"In contrast, in a direct sequential pathway, LMS quality proved significant (β = .263, p < .001)."
Discussion¶
Related Claims¶
- AI literacy has a significant direct effect on academic performance among non-STEM students (β = .222, p = .001) — related
- AI literacy strongly predicts LMS quality among non-STEM students (β = .814, p < .001) — related
- LMS quality did not significantly influence academic performance and did not independently mediate the AI literacy–performance relationship — reports the opposite
- LMS quality predicts blended-learning satisfaction, which predicts academic performance (β = .604 and β = .535) — related
- Sequential mediation through both intellectual helplessness and working memory is not significant — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
sequential-mediation-pathway-significant |
title |
The sequential pathway from AI literacy through LMS quality and blended-learning satisfaction to academic performance is significant (β = .263, p < .001) |
description |
The sequential pathway from AI literacy through LMS quality and blended-learning satisfaction to academic performance is significant (β = .263, p < .001) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
generated |
by process:wiki-ingest on 2026-10-10 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — charles-atta-koduah-2025 |
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