Digital Learning Platforms and Mathematical Problem-Solving Ability: The Moderating Role of Self-Regulated Learning

This study examined the effect of digital learning platforms on university students’ mathematical problem-solving ability and the moderating role of self-regulated learning. A quantitative cross-sectional design was employed. Data were collected from 285 university students in Ghana using a structured questionnaire. The data were analyzed using SPSS version 27 and AMOS version 23 through exploratory factor analysis, confirmatory factor analysis, and covariance-based structural equation modeling. The findings showed that digital learning platforms positively and significantly predicted students’ problem-solving ability (β = .222, p = .009). Self-regulated learning also had a positive and significant effect on problem-solving ability (β = .172, p = .038). In addition, the interaction between digital learning platforms and self-regulated learning was significant and negative (β = -.128, p = .045), indicating a compensatory moderating effect, where digital learning platforms provide greater support for students with lower levels of self-regulated learning, thereby reducing performance differences between learners. The study contributes empirical evidence from higher education in Ghana and suggests that digital learning platforms can support students’ mathematical problem-solving, particularly when they include structured guidance, feedback, and scaffolding features.