## 5 Results and Analysis
### Structural Model  
This step was performed to assess the relationship among variables and evaluate the predictive capabilities of the model. The assessment of the structural model was primarily based on the significance of path coefficients, confidence interval, and the R2. The PLS analysis involved the implementation of a bootstrapping procedure with a sample size of 5000. This procedure was conducted to assess the structural models and determine the path coefficients, as well as their corresponding levels of significance. Table 6 demonstrates the hypothesis test results. Table 6 reveals that the hypotheses concerning information quality, service quality, student-student interaction, and system quality did not exhibit statistically significant relationships with student satisfaction regarding online learning experiences. Starting with information quality, the beta coefficient of \(-0.028\) indicated a negative association with student satisfaction. However, this relationship is not statistically significant, as indicated by the t-statistic of 0.257 and the \(p\)-value of 0.797. Similar to information quality, the beta coefficient of service quality was \(-0.069\), which also demonstrated a negative association with student satisfaction; however, this relationship is not statistically significant, with a t-statistic of 0.736 and a \(p\)-value of 0.462. Student-student interaction and system quality had a positive association with student satisfaction, as indicated by beta coefficients of 0.020 and 0.198, respectively. Nevertheless, these associations were not statistically significant, as indicated by t-statistics of 0.202 and 1.531, and \(p\)-values of 0.840 and 0.126. Conversely, self-directed learning demonstrated a statistically significant relationship with student satisfaction, as supported by the t-statistic of 4.509 and the \(p\)-value of 0.000. Hence, there is strong evidence to conclude that self-directed learning positively influences student satisfaction with online learning. We conducted a comparative analysis of key studies to situate our findings within the broader context of research on student satisfaction in online learning. Table 7 presents our results alongside those from studies conducted in various countries and settings. This comparison highlights how our results align with or diverge from other investigations in the field. The results of our research differ from many other studies, particularly in terms of the non-significant impact of e-learning system elements on student satisfaction. While studies from Brazil, Zimbabwe, Jordan, and Peru identified system quality, service quality, and information quality as key factors driving student satisfaction, our study in the Saudi Arabian context did not reflect these findings. Instead, self-directed learning emerged as the only significant factor influencing student satisfaction in our research. \begin{table}
\begin{tabular}{c c c c c c c} \hline \hline \multirow{2}{*}{**Hypothesis**} & \multirow{2}{*}{\(\beta\)} & \multirow{2}{*}{**T Statistics**} & \multirow{2}{*}{\(p\) Values**} & \multicolumn{2}{c}{**Confidence Interval**} & \multirow{2}{*}{**Result**} \\ \cline{4-5} \cline{5-7}  & & & & **Lower Level** & & **Upper Level** \\ \hline \(\mathbf{(IQ)\rightarrow(SS)}\) & \(\mathbf{-0.028}\) & \(\mathbf{0.257}\) & \(\mathbf{0.797}\) & \(-0.225\) & \(0.218\) & Not supported \\ \hline \(\mathrm{(SDL)\rightarrow(SS)}\) & \(0.333\) & \(4.509\) & \(0.000\) & \(0.185\) & \(0.476\) & Supported \\ \hline \(\mathrm{(SerQ)\rightarrow(SS)}\) & \(-0.069\) & \(0.736\) & \(0.462\) & \(-0.266\) & \(0.084\) & Not supported \\ \hline \(\mathrm{(SSI)\rightarrow(SS)}\) & \(0.020\) & \(0.202\) & \(0.840\) & \(-0.181\) & \(0.222\) & Not supported \\ \hline \(\mathrm{(SysQ)\rightarrow(SS)}\) & \(0.198\) & \(1.531\) & \(0.126\) & \(-0.072\) & \(0.427\) & Not supported \\ \hline \hline \end{tabular}
\end{table} 
Table 6: Hypothesis testing results. Confidence interval is also utilized in this study as an additional measurement for testing hypotheses.