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)

Abstract

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.