Barriers, Perceived Readiness, and Perception of Support on Course Satisfaction in Online Learning Among Physical Education Students in Pakistan

Tanveer, Akhtar (2026) Barriers, Perceived Readiness, and Perception of Support on Course Satisfaction in Online Learning Among Physical Education Students in Pakistan. Doctoral thesis, Tunku Abdul Rahman University of Management and Technology.

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Abstract

This study examines the impact of online learning barriers, perceived readiness, and perceptions of support on course satisfaction among students in physical education programs in Punjab, Pakistan. The research aims to understand how these variables interact and influence students' satisfaction with online physical education courses. A purposive sampling technique was used to select 340 undergraduate students from five universities, representing a population of 2,600 students. Data were collected through a structured questionnaire covering four constructs: Barriers to Online Learning, Perceived Student Readiness, Students' Perception of Support, and Course Satisfaction. Responses were measured on a 5-point Likert scale. The questionnaire was distributed online via email and WhatsApp platforms, ensuring participant anonymity and confidentiality. Data analysis employed Partial Least Square – Structural Equation Modeling (PLS-SEM) using Smart PLS-4 software. This analysis included reliability and validity assessments, structural model evaluation, and mediation analysis. Findings revealed a significant negative relationship between online learning barriers and course satisfaction, indicating that increased barriers to online learning are associated with lower satisfaction. Conversely, perceived readiness and perception of support had a positive impact on course satisfaction. Additionally, the perception of support significantly mediated the relationship between perceived readiness and course satisfaction. The study emphasises the importance of reducing online learning barriers, enhancing student readiness, and fostering supportive environments to improve satisfaction in online physical education. These findings offer crucial insights for educators and policymakers to enhance online learning experiences.