Joseph Hamenu

Mathematics is one of the key subjects in the Ghana senior high school (SHS) curriculum and one area of focus for spearheading the performance of the students in the West African Senior School Cert...

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.