•Correlations between final grades and perceptions were found with face-to-face learning but not with e-learning

•Correlations were found between e-learning perception and control variables

•Class attendance correlated with e-learning utility

•Background knowledge correlated with e-learning motivation and satisfaction

•Gender correlated with e-learning utility and satisfaction

•These variables have complex and entwined relationships, suggesting e-learning has an indirect effect on final grades