Study of Factors Affecting Online Learning Among Senior Secondary Students

Scholarly Research Journal for Humanity Science & English Language,
Online ISSN 2348-3083, SJ IMPACT FACTOR 2021: 7.278, www.srjis.com

PEER REVIEWED & REFEREED JOURNAL, JUNE-JULY, 2022, VOL-10/52
STUDY OF FACTORS AFFECTING ONLINE LEARNING AMONG SENIOR

SECONDARY STUDENTS
Prof. Amit Kauts1, Ph. D & Sangeeta Vadhera2

1
Professor & Head, Department of Education, Guru Nanak Dev University,
Amritsar- 143005, Punjab,
E-mail: kautsamit@gmail.com,
2
M.Ed Student, Department of Education,Guru Nanak Dev University,Amritsar
Paper Received On: 25 JULY 2022

Peer Reviewed On: 31 JULY 2022
Published On: 1 AUGUST 2022
Abstract
The COVID-19 pandemic, a public health crisis of worldwide importance, announced by the
World Health Organization (WHO) in January 2020 as an outbreak, has made distance education
through the E-learning system an urgent and irreplaceable requirement. The present study assessed
factors affecting online learning among senior secondary students through questionnaires and
interviews with 300 students who were subjects of the survey using the random sampling method. The
study utilized the likert scale containing 44 items. Nine factors namely Technological Factor,
Interaction with Teachers, Interaction with Peers, Understanding of Content/Content Knowledge,
Family Environment, Social Factors, ICT Infrastructure, ICT Skills of Teachers, Nature of student were
studied. Out of them Technological Factor, Interaction with Teachers, Interaction with Peers are
significant and Understanding of Content/Content Knowledge, Family Environment, Social Factors,
ICT Infrastructure, ICT Skills of Teachers, Nature of student were non significant.
Keywords: Online Teaching, Online Learning, synchronous, asynchronous, Learning Outcomes.
Scholarly Research Journal's is licensed Based on a work at www.srjis.com
Introduction
The outbreak of COVID-19 was a significant event that pushed educational institutions
to transition from the traditional classroom environment to the various online learning options.
COVID-19 has affected all spheres of human life (Chang et al., 2020; Mokter, 2020; Wong et
al., 2020), including the delivery of education and learning (Panesar et al., 2020; Laksana,
2021). To avoid the spread of COVID-19, the majority of the educational activities like
Copyright © 2022, Scholarly Research Journal for Humanity Science & English Language
Prof. (Dr.) Amit Kauts & Sangeeta Vadhera 12968
(Pg. 12967-12979)
classroom teaching, seminars, conferences, workshops, etc., were either delayed or cancelled
by the educational institutions (Khachfe et al., 2020; Patricia, 2020) till their online availability.
Online learning is the learning transferred through internet technologies by
synchronous and asynchronous means. These modes help students interact with their teachers
and colleagues while keeping a social distance (Dong et al., 2020). Online learning provides
students with the opportunities to learn, interact, share their views, be independent in learning,
and use time on their own (Azzi et al., 2021; Hwang et al., 2021). Using online technology to
learn requires the students and teachers to have the ability to use technology to develop and
maintain a sound social interaction (Andel et al., 2020). Apart from the effective use of
technology, other factors such as the availability of suitable facilities, infrastructure and the
financial state of the students also play an important role in online learning (Rusli et al., 2020;
Laksana, 2021).
With the wide use of technology in today’s learning environment, we should not
anymore be concerned with finding out which is better, face-to-face or technology-enhanced
instruction (Daley et al, 2001). In fact, student’s experience with a course does not only entail
the final grade but how much of the learning objectives have been attained. Online learning
presents new opportunities to engage more with the students and student-centered learning,
thereby enhancing the learning experience. Our primary goal should be whether students really
learn with the intervention of online learning tools. If yes, what are the variables that contribute
to the success of online learning tools? If no, then what is going wrong and how can we enhance
the learning tool in question? To IADIS International Conference on Cognition and
Exploratory Learning in Digital Age (CELDA 2006) 277 understand the process of learning
using online learning tools, we need to identify the important variables that measure the
learning outcome of students using a specific learning tool, and also the variables that help us
understand students’ learning experience with the learning tool.
As a result, the effectiveness of E-learning and students’ online learning outcomes
become a matter of concern for school in particular and the society in general. In fact, there has
been a significant increase in research on factors affecting students’ online learning outcomes.
Online learning is a useful tool to overcome the challenges of the pandemic crisis in particular
and other difficulties in general. However, many argued that online learning is an education
crisis today. Most learners are not interested in online learning due to limited interactions,
unstable sound and visual quality due to dependence on Internet quality, and technological
(Pg. 12967-12979)
equipment not meeting demand. Therefore, this study aimed to factors affecting online learning
among senior secondary students. Means and standard deviations were calculated for applying
t-test on finding significant statistical difference between the responses by male and female
senior secondary students.
Literature Review
Willis (1994) stated in his definition of distance learning identified the acquisition of
knowledgeand skills as another criterion and supported the former three criteria by saying that
distancelearning occurred through mediated information and instruction, and encompassed all
technologies and other forms of learning at a distance.
Vonderwell and Zachariah (2005) explored the factors influencing learner’s
participation in two sections of a graduate online course. Findings indicated that online learner
participation and patterns of participation are influenced by the following factors: technology
and interface characteristics, content area experience,student roles and instructional tasks, and
information overload. The case study approach was used to achieve a comprehensive and in-
depth understanding of the factors influencing participation.It was observed that the students
who were assigned specific roles maintained online presence throughout the discussions and
participated more frequently than the rest of their group members.There is a need to develop
pedagogically user-friendly online course interface and management systems. Research that
investigates issues of interface design, learner participation patterns, and cognitive load in
online learning can enable instructional designers and educators to design effective online
learning.
Kira and Saade (2006)sought to explore several dimensions to online learning. The
dimensions we explored are student's attitude, affect, motivation and perception of an Online
Learning Tool usage.Identifying the dimensions to online learning entails important basic
issues which are of great relevance to educators today. An exploratory factor analysis approach
was followed to test the validity of the dimensions of online learning. The unreliable items in
constructs are eliminated and not considered in the final solution of the factor analysis.
Khanna (2007) recommended communication between students, teachers and students
communication, course design, course content, quality of teaching, and administrator support.
As significant factors in successful E-learning.
Ellis (2009) opined that E-learning quality varies, and there are a few learning approach
differencesbetween genders (male and female students).The relationship between learning
(Pg. 12967-12979)
persistenceand student interaction in online learning environments revealed a moderating

effect.Thereis a moderating effect on e-learning experience and relationship with the level of
the courseand campus-based experience.Further, there is a relationship between theperceived
usefulness and students’ perceivedplayfulness with the moderating effect of e-learning content.
Khan (2016) conducted a study on E-learning for secondary and higher education
sector and the study revealed that mix kind of research where most of the work has been
performed on the adoption of E-learning. He also explored the challenges and investigated the
rate of adoption of E-learning and its related experience.The findings showed that E- learning
is successfully used for augmenting students' learning in education sector. It has been noticed
that e-learning is more effective in teaching subjects such as Mathematics, Science and English
and impact of e-learning is more evident where tools specific to teachers' everyday use were
utilized.
Priyadrashini (2018) conducted a study on E-readiness of senior secondary school
learnerstoonline learning transitions during lockdown. The study reveals that only 35%
learnersfound online classes as effective as face-to-face classes. The delivery of online learning
byteachers and digital skills of learners were found lacking.
Mishra (2019) conducted a study on online teaching learning in higher education
during lockdown. The purpose of the study seeks to address the required essential of online
teaching learning in education amid the COVID-19 pandemic. The study revealed that high
quality digital academic experience, technology enabled learning for students to bridge the
disparities originated in the education system before and after COVID-19 pandemic.
Rahmi (2019) Opined that a coherent structure of the application for e-learning makes
students shift to online classes with greater enjoyment and satisfaction. Moreover, it is essential
to give adequate training of technical skills to its course design and course content are
associated with the quality of e-learning, e-learning plat-forms are tools for higher education
in online classes.
Verma (2019) conducted a study on online education and school students to find
outwhether in a secondaryschools, the teachers, students and parents are aware of the
onlineeducation and are they willing to learn through online tuitions. The findings show that
onlineeducation is not popular among the school going children, their parents as well as
teachers.It is almost the last choice for them.
(Pg. 12967-12979)
Aggarwal (2021) conducted a study to identify the factors affecting student satisfaction
and performance regarding online classes during pandemic period of COVID- 19 and to
establish the relationship between these variables. The results showed that Quality of instructer,
course design, prompt feedback and expectations of students positively impact students
satisfaction.The findings revealed that flexibility, cost-effectiveness, electronic research
availability,easeof connection to the Internet, and well-designed class interface were students'
positive experiences affecting their student satisfaction and performance during online classes.
Maheshwari (2021) To understand what factors have an impact on students’ intentions
to study online. 145 respondents were included and Structural Equation Model (SEM) was used
for data analysis. The purpose was to understand what factors have an impact on students’
intentions to study online. According to the findings perceived enjoyment must be increased in
online learning and use of audios, videos and instant messaging should be increased. Mobile
technology must be integrated further in online learning.
Boca (2021) students’ behaviour and attitude towards online education in the pandemic
was the main focus. A group of 300 students participated. There were four main concerns
relating to individual characteristics, students’ needs, students’ knowledge. According to the
findings teachers are those who adapt and reformulate their habits.
Saleem, Alnasrallah, Maik & Rehman (2022) study was conducted to evaluate the
factors affecting the online learning process of students while taking the situational factors as
a boundary condition (moderating variable). Data were collected through a Appendix
Questionnaire administered to students studying in different universities in Pakistan. Stepwise
linear regression and PROCESS Macro by Hayes (2013) was used for data analysis. Results
revealed that university support, instructors’ support, and motivational factors predicted the
quality of online learning. The situational factors negatively influenced the relationship of
instructors’ support and motivational factors and the quality of online learning. University
support and the quality of online learning relationships were not moderated by situational
factors.
Objectives of the study
To compare the factors affecting online learning among male and female senior secondary
students namely:
 Technological Factor
 Interaction with Teachers
 Interaction with Peers
(Pg. 12967-12979)
 Understanding of Content/Content Knowledge

 Family Environment
 Social Factors
 ICT Infrastructure
 ICT Skills of Teachers
 Nature of student
Hypothesis of the study
There exists no significant difference between mean scores of factors affecting online
learning among male and female senior secondary students namely:
 Technological Factor
 Interaction with Teachers
 Interaction with Peers
 Understanding of Content/Content Knowledge
 Family Environment
 Social Factors
 ICT Infrastructure
 ICT Skills of Teachers
 Nature of student
Research Method
Descriptive research was conducted and the likert scale was comprised of 44 items.
Investigator used letters i.e. Strongly Agree (SA), Agree (A), Neutral(N), Disagree (D) and
Strongly Disagree (SD) to indicate choices rather than numbers. It was a likert type scale where
five alternatives were assigned for responding to each item, e.g. Strongly Agree (SA), Agree
(A), Neutral(N), Disagree (D) and Strongly Disagree (SD). The numbers are assigned to each
answer to do scoring Strongly Agree (SA) 5, Agree(A) 4, Neutral(N) 3, Disagree(D) 2,
Strongly Disagree(SD) 1.
By calculating Mean and Standard deviation of each factor, Independent T-test is
applied to know the significant difference between the two means of male and female students.
Scoring of all factors is shown where 160 are females and 140 are males. In this way
we can come to know by rounding off the means that males and females are Strongly
Agree(SA) , Agree(A), Neutral(N), Disagree(D) or Strongly Disagree(SD).
(Pg. 12967-12979)
Keeping in view the current pandemic situation, the investigator used – online survey
method for achieving the purpose of this study. An online survey is a set of structured questions
that the respondent completes over the internet, generally through filling out a form. The data
is collected and stored in a database, which was later evaluated. In order to know about factors
affecting online education among senior secondary students in private schools of Amritsar City,
the investigator used the following tool:
Questionnaire was designed by the investigator to collect the data from the
respondents. The questionnaire included close ended questions. So, a questionnaire was made
and was sent to each strata through e-mails with the prior permission from the Principals of the
selected schools and also by interviewing each strata personally.
Table 1.1: Maximum and Obtained Scores of Male and Female Senior Secondary
Students on Factors Affecting Online Learning
Factors No. of items Maximum Score Obtained Score (Mean)
Male Female Male Female
Technological factor 6 4.5 3.85 3.27 3.40
Interaction with Teachers 4 3.5 4 3.13 3.30
Interaction with Peers 4 4.9 3.8 3.32 3.13
Understanding of Content 5 4.5 4 3.55 3.48
Family Environment 4 4.5 5 3.45 3.35
Social Factors 3 3.5 3.2 3.20 3.05
ICT Infrastructure 7 4.75 3.5 3.31 3.28
ICT Skills of Teachers 7 4.6 5 3.12 3.18
Nature of Student 4 3.7 4.5 3.60 3.53
Nature of Student
ICT Skills of Teachers
ICT Infrastructure
Social Factors
Family Environment
Understanding of Content
Interaction with Peers
Interaction with Teachers
Technological factor
0 1 2 3 4 5 6 7 8
Obtained Score (Mean) Female Obtained Score (Mean) Male

Maximum Score Female Maximum Score Male
No. of items
Fig. 1.1 The bar graph showing Obtained and Maximum score of male and female
senior secondary students on factors affecting online learning.
(Pg. 12967-12979)
The graph shows maximum and obtained scores of male female senior secondary
students on factors affecting online learning. The number of items of each factor is also
mentioned. For technological factors, Interaction with teachers and ICT Skills of teachers have
the means of the female senior secondary students more than the male senior secondary
students. This shows that there are the three factors which are effects more on females than
male senior secondary students. Understanding content, family environment and nature of
student are the factors where male senior secondary students are dominating over female senior
secondary students.
Statistical Techniques Employed
Mean, standard deviation, and t-test has been employed to analyze the data.
1. t-value was calculated to find out the significant difference between the mean scores of
technological factors during online learning between male and female senior secondary
students.
2. t-value was calculated to find out the significant difference between the mean scores
ofInteraction with Teachers as a factorduring online learning between male and female
ofInteraction with peers as a factor during online learning between male and female
ofUnderstanding of content/content Knowledge as a factor during online learning
between male and female senior secondary students.
family Environment as a factor during online learning between male and female senior
secondary students.
ofSocial factors during online learning between male and female senior secondary
students.
ICT Infrastructure as a factor during online learning between male and female senior
secondary students.
ofICT Skills of teachers as a factor during online learning between male and female
(Pg. 12967-12979)
ofNature of Student as a factor during online learning among male and female senior
secondary students.
Table 1.2: Significance /Non Significance of Factors Affecting Online Learning Among
Male and Female Senior Secondary Students.
Dimension Gender N Mean S.D. df t-value Significant/Non
significant
Technological Male 140 3.27 0.55 298 2.6 Significant
factor Female 160 3.40 0.56
Interaction with Male 140 3.13 0.56 298 3.4 Significant
Teachers Female 160 3.30 0.52
Interaaction Male 140 3.32 0.61 298 2.71 Significant
With Peers Female 160 3.13 0.74
Understanding Male 140 3.55 0.62 298 1.16 Non-Significant
of Content Female 160 3.48 0.65
Family Male 140 3.45 0.81 298 1.25 Non-Significant
Environment Female 160 3.35 0.71
Social Factors Male 140 3.20 1.01 298 1.59 Non-Significant
Female 160 3.05 0.64
ICT Male 140 3.31 0.78 298 0.33 Non-Significant
Infrastructure Female 160 3.28 0.83
ICT Skills of Male 140 3.12 0.66 298 0.85 Non-Significant
Teachers Female 160 3.18 0.68
Nature of Male 140 3.60 0.56 298 1.0 Non-Significant
Student Female 160 3.53 0.71
3.7
3.6
3.5
3.4
3.3
3.2
3.1
3
2.9
2.8
2.7
MEANS MALES MEANS FEMALES
Fig. 1.2 The bar graph showingmean scores of male and female senior secondary
students on factors affecting online learning.
(Pg. 12967-12979)
The graph shows that for technological factors, Interaction with teachers and ICT Skills
of teachers have the means of the female senior secondary students more than the male senior
secondary students. This shows that there are the three factors which are effects more on
females than male senior secondary students. Understanding content, family environment and
nature of student are the factors where male senior secondary students are dominating over
female senior secondary students.
Findings of The study
The main findings of the study can be summarised as below:
 There existssignificant difference between mean scores of technological factors
affecting online learning among male and female senior secondary students. It means
technological factors contributed more in female students as compared to male students.
 There exists significant difference between mean scores of Interaction with teachers
that Interaction with teachers as a factor contributed more in female students as
compared to male students.
 There exists significant difference between mean scores of Interaction with peers
that Interaction with peers as a factor contributed more in male students as compared
to female students.
 There exists no significant difference between mean scores of Understanding of content
as a factors affecting online learning among male and female senior secondary students.
 There exists no significant difference between mean scores of Family Environment as
a factor affecting online learning among male and female senior secondary students.
 There exists no significant difference between mean scores of Social factors affecting
online learning among male and female senior secondary students.
 There exists no significant difference between mean scores of ICT Infrastructure as a
factor affecting online learning among male and female senior secondary students.
 There exists no significant difference between mean scores of ICT Skills of teachers as
a factor affecting online learning among male and female senior secondary students.
 There exists no significant difference between mean scores of Nature of Student as a
factor affecting online learning among male and female senior secondary students.
(Pg. 12967-12979)
Discussion of the Findings

According to the findings considering technological factors and Interaction with teacher
there is a significant difference between the mean scores of male and female senior secondary
students and female are dominating in this part. Whereas in Interaction with peers there is also
a significant difference between the mean scores of male and female senior secondary students
but male students dominate in this factor. Rest of the other factors like ICT Infrastructure, ICT
skills of teachers and Nature of Student etc. are not statistically significant.
Educational Implications of the study
This study helps us to understand various factors affecting online learning among senior
secondary students.
 Improving technology used in online learning will improve the consistency and
regularity among the students.
 Increase in motivation and encouragement among teachers as well as students will help
in increasing academic performance of the students.
 Dealing properly with the flexible schedule of online learning will reduce the pressure
and increase the instructiveness between the teachers and students.
 Assessing the ability of students in dealing with sudden changes in their education
system.
 Taking advantage in developing the education system by learning and summarising the
trend in new methods of teaching and learning.
Suggestions
The suggestions for further study have been given below in the following statements:
 The present study was conducted on students, a study can be replicated on
teachers.
 The present study was delimited to Amritsar district only, a study may be done on other
cities also.
 The study can be undertaken with a large sample.
 A similar study may be carried out on the higher education.
 A comparative study may be conducted on boys and girls students with the students
studying from PSEB and CBSE board.
 The present investigation is restricted to the schools, Amritsar district only. It could be
conducted at universities, aided colleges, self-financed colleges.
(Pg. 12967-12979)
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Scholarly Research Journal for Humanity Science & English Language,

Online ISSN 2348-3083, SJ IMPACT FACTOR 2021: 7.278, www.srjis.com

STUDY OF FACTORS AFFECTING ONLINE LEARNING AMONG SENIOR

Prof. Amit Kauts1, Ph. D & Sangeeta Vadhera2

Paper Received On: 25 JULY 2022

Scholarly Research Journal's is licensed Based on a work at www.srjis.com

persistenceand student interaction in online learning environments revealed a moderating

 Understanding of Content/Content Knowledge

Obtained Score (Mean) Female Obtained Score (Mean) Male

MEANS MALES MEANS FEMALES

Discussion of the Findings

Maheshwari, G. (2021). Factors affecting students’ intentions to undertake online learning: an

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