This study attempts to contribute f

This study attempts to contribute factors of enhancing student’s academic success inuniversity e-learning environments. The findings show that two of the factors of students’ perceptions of e-learning on campus, e-learning adoption and e-learning attitude, did not directly predict academic achievement. This result is consistent withprevious results on students’ participation in e-learning in university settings, whichdid not show a significant impact on their level of performance (Davies & Graff, 2005).There are possible explanations for the unexpected finding. First, it seems to be relatedto students’ high-effort experience required for academic activities involving e-learning.According to Kuh (2001), students’ quality of effort devoted to educationally purposefulactivities can contribute to academic outcomes. The lack of a significant relationshipmay be related to a student’s commitment or effort—academic engagement—towardachieving good academic performance (Rodgers, 2008). In other words, students’ elearning experiences and perceptions do not directly predict their achievement withouttheir engagement in academic activities. Second, various factors, both personal andschool-related, have an influence on student achievement (Plant et al., 2005), includinggender, ethnicity, family income, and the social-economic environment (Betts & Morell,1999);