Global Journal of Human Social Science, G: Linguistics and Education, Volume 23 Issue 8

From figure 4, the red (e-learning) and blue dots (servequal) show higher performance (77.612 and 77.506). However, e-learning has shown lower importance (0.199), while teaching quality has moderate importance (0.566). This suggests that lower priority should be attached to e-learning, but higher attention should be paid to teaching quality towards better improvement of students’ satisfaction. It also suggests that for managerial actions, no reasonable investments should be made on e-learning despite its high performance because it would have little impact in improving students’ satisfaction. f) Implications This study aimed to test whether e-learning moderates the relationship between students' perceptions of teaching quality and student satisfaction. It was found that teaching quality is positively related to students' satisfaction. This suggests that teaching quality characterized by teaching effectiveness on the part of teachers, good and effective interaction with students, entertaining students in the classroom, and encouraging students in learning activities could bring students' satisfaction. It also implies that a curriculum designed to contain detailed information and description of processes, knowledge, skills and outcomes at every learning stage facilitates students' satisfaction with the teaching quality. This is in line with Groundwater-Smith & Mockler (2003). Additionally, the findings suggest that instructors must create conducive learning environments to expose students' learning motivation and teach how to learn freely by doing to boost their satisfaction. This research suggests that high-quality teaching is required to achieve high student satisfaction. Similarly, the study has found that e-learning positively and significantly affects students' satisfaction. The finding indicates that those teachers who embraced the delivery of information via telecommunication technology to educate and train students were able to drive their students' satisfaction upward. However, the increase in satisfaction resulting from e-learning resulted from acquaintance with the technology used by the students. It was also found that those who embraced E- learning could gain the benefits of lower cost and broader access much more than those who did not embrace e-learning. This corroborates previous studies (Choy et al., 2003; Vonderwell & Turner, 2005) on effective e-learning on students' satisfaction. Furthermore, the results show a positive but insignificant moderating effect of e-learning on the relationship between teaching quality and students' satisfaction. Although the study reveals insufficient empirical evidence to support the moderating effect of e-learning, it shows that e-learning significantly affects students' satisfaction. However, the insignificant moderating effect could be due to students' lack of familiarity with the new technology, which sometimes makes them dissatisfied and frustrated. As previous studies established, familiarity with technology plays a key role in influencing the impact of e-learning on students' satisfaction (Belanger & Jordan, 1999). Finally, the findings and contributions provide insights and critical practical implications for managers of higher institutions in the country. The current study has provided useful theoretical grounds and practical implications to the growing body of knowledge on students' satisfaction and teaching quality. Furthermore, the study made a significant contribution to practice by confirming the linkage between teaching quality and students' satisfaction via interaction with e-learning. Therefore, the findings provide a fertile ground for policymakers in the education industry to develop new policies that promote effective quality teaching and e- learning in Nigeria's institutions. VI. C onclusion and L imitations The study concludes that teaching quality characterized by effective interaction with students and training them through communication technology contributed significantly to their satisfaction. We conclude that teaching quality is an essential predictor of students' satisfaction regarding learning. Similarly, it is concluded that learning via information and technology tools has facilitated students' satisfaction in institutions of higher learning in Nigeria, especially during the Covid-19 pandemic. However, we conclude that insufficient empirical evidence supports the interaction between teaching quality and e-learning in improving students' satisfaction. The study concludes that lack of familiarity with and limited access to the e-learning technology contributed to the absence of empirical evidence to support the moderating effect of e-learning on the relationship between teaching quality and students' satisfaction. The study was limited to Kano metropolitan area, which limits the extent to which findings could be generalized, especially to other states and even beyond Nigeria. Thus, future researchers can extend the sample to include additional states or even cover the entire country to give room for generalization. Additionally, the study assessed the effect of teaching quality on students' satisfaction with the moderating effect of e- learning. The dimensions of all the constructs were merged and analyzed collectively in the PLS software. Future studies can replicate the study analyzing the dimensions individually to ascertain their individual effects on the outcome variable. Declarations Competing interest statement The authors declare no potential conflict of interest. Funding The authors receive no funding from an external source © 2023 Global Journals Volume XXIII Issue VIII Version I 89 ( ) Global Journal of Human Social Science - Year 2023 G Effect of Teaching Quality on Students' Satisfaction in Nigerian Tertiary Institutions: The Moderating Role of E-Learning Amid COVID-19 Recovery