DECLARATION

I Namita Sahu, a student of M.Phil(Education) GangadharMeher

University,Sambalpur bearing Roll no. 20MED-002, solemnly declare that the
dissertation entitled“ ATTITUDE OF UNDERGRADUATE STUDENTS TOWARDS
E-LEARNING IN COVID ERA” is submitted by me. All data used in the dissertation
are genuine and collected by me. The present dissertation submitted by me to
GangadharMeher University, Sambalpur is of my own and is not submitted to any other
institute including this college earlier or published at any time before.

Investigator

i
Dr.Neena Dash

Assistant Professor of Education

G.M. University, Sambalpur

SUPERVISOR’S CERTIFICATE

This is to certify that Miss Namita Sahu has completed her work under my
supervision and guidance for her dissertation entitled “ATTITUDE OF
UNDERGRADUATE STUDENTS TOWARDS E-LEARNING IN COVID
ERA”.The dissertation is complete and fit for submission in partial fulfilment of the
requirement for the degree of master of philosophy in education.

SUPERVISOR

Dr.Neena Dash

Assistant Professor of

Education

G.M. University, Sambalpur

ii
 ACKNOWLWDGEMENT

It is great sense of satisfaction that I present this dissertation for the partial
fulfilment of the post graduate examination of Gangadhar Meher University, Sambalpur.

First of all I would like to thank Gangadhar Meher University, Sambalpur for
providing me an opportunity to under taken this dissertation.

It is a matter of great privilege to pay many heartiest thanks to my supervisor

Dr.Neena Dash, Assistant Professor of Schools of Education, who helped me in
completing my dissertation work. She had been a source of light and symbol of the
inspiration throughout the period of the work.

I express my deep gratitude to Dr.Partha SarathiMallik, Head of School of

Education, G.M. University, Sambalpur for their instance inspiration and co-operation.

I am very grateful to my parents for their love and blessings for the completion of
this dissertation work. I am also thanks full to my friends and seniors for their co-
operation for the completion of my dissertation work.

Signature of the Investigator

iii
 CONTENTS

CHAPTER TOPIC PAGE

CHAPTER-I INTRODUCTION 1-18

1.1 Introduction 2

1.2 Concept of E-Learning 3

1.3 Overview of E-Learning 4

1.4 Characteristics of E-Learning 5

1.5 Types of E-Learning 7

1.6 E-Learning Tools and Technologies 11

1.7 Advantages of E-Learning 14

1.8 Disadvantages of E-Learning 16

1.9 Statement of the Problem 16

1.10 Operational Definitions of the Variables 17

1. 11 Objectives of the Study 17

1.12 Hypotheses of the Study 18

1.13 Delimitations of the Study 18

CHAPTER-II REVIEW OF RELATED LITERATURE 19-38

2.1 Meaning of Review of Related Literature 20

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2.2 Purpose of Review of Related Literature 20

2.3 Needs and of Review of Related Literature 20

2.4 Related Literatures

2.4.1 Studies in India related to E-Learning
21

2.4.2 Studies in Abroad related to E-Learning 30

2.5 Summary of the Reviews related to E-Learning 36

2.6 Rationale of the Study 37

CHAPTER-III DESIGN OF THE STUDY 39-47

3.1 Rationale of Research Design 40

3.2 Method of the Study 40

3.3 Population 40

3.4 Sample and Sampling Procedure 41

3.5 Tools and Techniques Used 44

3.6 Procedure of Data Collection 46

3.7 Statistical Technique Used 47

CHAPTER-IV ANALYSIS AND INTERPRETATION OF DATA 48-57

4.1 Levels of E-Learning attitude of undergraduate

Students in COVID Era 50

v
4.2 Attitude of Boys and Girls undergraduate Students

towards E-Learning in COVID Era 52

4.3 Attitude of Bachelor Arts, Science and

Commerce undergraduate Students towards E-Learning

in COVID Era 54

4.4 Multiple Comparison 55

CHAPTER-V FINDINGS, EDUCATIONAL IMPLICATIONS AND

SUGGESTIONS FOR FURTHER RESEARCH 58-62

5.1 Findings of the Study 59

5.2 Discussion of Results 60

5.3 Educational Implications 61

5.4 Suggestions for Further Research 62

CHAPTER-VI SUMMARY AND CONCLUSION 63-70

6.1 Concept of E-Learning 64

6.2 Rationale of the Study 64

6.3 Statement of the Problem 66

6.4 Operational Definitions of the Variables 66

6.5 Objectives of the Study 67

vi
6.6 Hypotheses of the Study 67

6.7 Delimitations of the Study 68

6.8 Method of the Study 68

6.9 Population 68

6.10 Sample and Sampling Procedure 68

6.11 Tools Used 69

6.12 Procedure of Data Collection 69

6.13 Statistical Techniques Used 70

6.14 Conclusion 70

BIBLIOGRAPHY

APPENDIX

vii
LIST OF TABLES

TABLE NO. TITLE PAGE NO.

3.1 Distribution of Sample 41

3.2 Stream Wise distribution of Sample 43

3.3 Area wise Distribution of Items 45

3.4 Scoring System 46

4.1 Levels of Attitude of undergraduate Students towards E-Learning

in COVID Era 50

4.2 Summary of ‘t’ value for E-Learning Attitude of Boys and Girls

undergraduate Students in COVID Era 52

4.3 Summary of the F value for Attitude of Bachelor Arts,

Science and Commerce towards E-Learning in COVID Era 54

4.4 ‘F’ value obtained by the Scheffe Method for multiple

comparison of attitude of Arts, Science and Commerce

Students towards E-Learning in COVID era 55

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LIST OF FIGURES

FIGURE NO. TITLES PAGE NO.

3.1 Selection of sample through stratified random sampling 42

4.1 Levels of Attitude of undergraduate students towards

E-Learning in COVID era 51

4.2 Summary of ‘t’ value for E-Learning Attitude of

Boys and Girls undergraduate students in COVID era 53

4.3 ‘F’ value obtained by the Scheffe Method for multiple

comparison of attitude of Arts, Science and Commerce

Students towards E-Learning in COVID era 56

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 ABSTRACT

The present study was designed to investigate the Attitude of Undergraduate

student towards E-Learning in COVID Era. The main objectives of the study were to

study the level of attitude of Undergraduate students towards E-Learning in COVID

Era, to compare the attitude of boys and girls towards E-Learning in COVID Era and to

compare mean scores of attitude of Bachelor of Arts, Science and Commerce students

towards E-Learning in COVID Era. Through stratified random sampling method 180

Undergraduate students from Gangadhar Meher University, Sambalpur. Survey method

was employed by the investigator for the study. Attitude Towards e-learning Scale

developed by Dimpal Rani (2015) was used to collect data from the sample. Statistical

techniques such as t- test, z score and ANOVA were used to analyze data . The findings

of the present study revealed that undergraduate students have average level of attitude

towards E-Learning in COVID Era. There exists significant difference between the

attitude of boys and girls undergraduate students towards E-Learning in COVID Era.

There exists significant difference among mean scores of Bachelor of Arts, Science and

Commerce undergraduate students towards E-Learning in COVID Era.

x
xi
CHAPTER-1

INTRODUCTION

xii
1.1 Introduction

Education plays an important role in building the nation. In India, various steps

were taken by the government after independence to make education available to all.

Every aspects of human life are affected by education directly or indirectly. Government

of India has formulated a number of committees and commissions, which recommended

various important steps to improve the quality of education in India.

21st century is said to be the age of science and technology. The process of

communication among people has increased so rapidly due to the use of internet. The

world is being a family by the help of new technology. The scientific inventions have

influenced every aspects of human life. Science and technology have achieved an

important place in the present day society. Science and technology is used in all areas;

hospital, bank, industries, etc. Its success is also generalized to the teaching learning

situation. It is a process used in the teaching learning process which makes teaching

learning systematic, effective and faster. The computer and laboratory are now being

used in our teaching learning process.

By the help of technology the relationship between the teachers and students is

being friendly. One can access any type of needed information easily and firstly by the

help of technology. As well as one can share his or her knowledge with others, so that

xiii
other can be benefited by it. In order to use the internet in the teaching learning process

a concept emerged as E-Learning, which helps the learner to access knowledge anytime

and anywhere. E-Learning helps people to learn anything by using modern technology.

It is become more popular and gaining wide acceptance as ‘non-traditional’ mode of

learning at all levels of education starting from primary to higher education. All the

educational institutions are adopting E-Learning to enhance skill and knowledge to

improve the quality of education. It also offers opportunities to the nation to develop

educationally as well as economically.

1.2 Concept of E-Learning

E-Learning is the composition of two words ‘E’ and ‘learning’. ‘E’ refers to

electronic and learning refers to the relatively permanent changes in behavior through

experience. E-Learning is electronic learning, which refers to computer based learning.

E-Learning involves the use of information technology, information and communication

technology, internet, CDs, DVDs, etc. in the teaching learning process. E-Learning

involves a large number of technology applications such as audio and video tape,

television, PDF, etc. The word E-Learning used synonymously with online learning and

computer based learning. Saroha (2013) defines E-Learning as the combination of

learning principles with the systematic application of information technology. E-Learning

supports the traditional system of learning. E-Learning enables a person to work at one’s

own place as it is flexible (Dhamija, 2014). E-Learning increases student’s achievement

by using internet technology, the digital content and providing a learner centered

xiv
environment (Khan, 2017). The term E-Learning conveys boarder meaning than the

terms computer based learning or computer aided instruction (Gupta & Sharma, 2018).

E-Learning is one of the most trusted areas for imparting education using

educational tools and communication media. It is the learning facilitated by information

and communication technology. The government has supported various E-Learning

programs to develop various tools and technologies to promote E-Learning. A large

number of internet users are accessing the internet from their smart phones, tablets,

laptop and computer increasingly. The government of India has taken several initiatives

through the ministry of education and university grant commission, which lunch E-

Learning platforms for students.

1.3 Overview of E-Learning

The term ‘E-Learning’ has been in existence since 1999. When the word was first

utilized, other terms such as ‘online learning’ and ‘virtual learning’ also began to come

up. It is a type of distance learning in which students are able to access materials and

complete learning tasks even outside the classroom. The principles behind E-Learning

have been well documented throughout history.

By the early 1990s several schools had been setup to deliver courses online,

making the use of the internet and bringing education to people unable to attend a college

due to geographical or time issues. The Multimedia Personal Computer came with a

Compact Disc-Read Only Memory drive, where the device can display video synced with

audio. It relaxed the learning barrier for students using a multimedia computer, where

students were able to utilize video, audio, graphics and animation programme.

xv
Technological advancement also helped educational institutions to reduce the cost of

learning and helps to bring education to a wider audience. At the end of 1990s the

Learning Managed System spread widely. Some universities preferred to design and

develop their own systems. The environment was able to facilitate learning in an easy and

simple way.

In the 2000s businesses began using E-Learning to train their employees. New

and experienced workers had the opportunity to improve their knowledge and skills.

Individuals at home are got the opportunities to access the programme that offered them

the ability to earn online degrees and enrich their lives through expanded knowledge,

Now a day, E-Learning inspired by social media, Massive Open and Online

Courses (MOOCs) and You Tube. Individual and companies are taking the opportunities

to use these different resources to share information and learn from each other.

(Gutierrez,

2014)

1.4 Characteristics of E-Learning

There are various characteristics of E-Learning. Some of the characteristics of E-

Learning are discussed below,

 E-Learning is Learner –Centric Learning

The learner centric e-learning model makes an array of resources available to

learner, learners are free to choose when, where, and how to learn. Learners can learn

xvi
anytime and anywhere they want to learn according to their needs and learning

objectives.

 E-Learning is for lifelong learning

With increasing access to technologies and it’s ever increasing sophistication this

approach to learning facilitates lifelong learning among various stake holders.

Participants of various ages can take part in the E-Learning platforms and learn according

to their learning goals.

 E-Learning is flexible learning

E-Learning has been linked with distance education and flexible learning. In

distance education various technologies can be used to link learners, instructors and

resources. E-Learning is flexible as, it has adaptability to learner’s needs.

 E-Learning is personalized

Usually, E-Learning system permits its users to personalize the learning as it

offers its services according to their learning objectives, job requirements, career goals,

current knowledge and personal preferences.

 E-Learning involves effective communication

xvii
 The effectiveness of E-Learning also depends on establishing two-way

communication between teachers and learners and among learners themselves. There are

many standalone tools as well as learner management system integrated tools to foster

interactive and collaborative engagement.

1.5 Types of E-Learning

Some educationalist and scientists classified E-Learning into different types.

Tamm in 2019 classified E-Learning into different types as follows,

 Computer Managed Learning (CML)

Computer managed learning also known as Computer Managed Instruction

(CMI). It is a computer based learning system, in which students learn by using

information database. In this system of learning computers are used to manage and assess

learning processes. Computer managed learning systems operate through information

data bases. These databases contain bits of information which the students have to learn.

Educational institutions use computer managed learning system for storing and retrieving

information such as lecture information, training materials, grades, curriculum

information, etc.

 Computer Assisted Instruction (CAI)

Computer Assisted Instruction (CAI), also known as Computer Assisted Learning

(CAL). It uses multimedia with traditional teaching. It makes the learner active

xviii
participant in the teaching learning process. Computer assisted training methods use a

combination of multimedia such as text, graphics, sound and video in order to enhance

learning. It allows learner to participate actively instead of passive learner.

 Synchronous Online Learning

It is a group based online learning. Students from various places take part in the

group learning and learn together in a fixed time. It allows the learner to participate

together from different places in the teaching learning process. In this system of learning

participants communicate with other members. It eliminates various problems of E-

Learning like, social isolation, and poor students-teachers relationship. In synchronous

online learning students are benefited to learn a defined topic from various place at the

same time. This may involve video-conferencing or the use of shared electronic

whiteboards, which allow learning materials to be created and modified in real time,

either by instructor or the learners. Learners and teachers experience synchronous E-

Learning as more social and avoid frustration by asking and answering questions in real

time. Synchronous sessions help e-learners to feel like participants.

 Asynchronous Online Learning

Asynchronous online learning is group based learning system. In this learning

system students can take part from different places at different times. It is a student based

learning system. There is no fixed schedule of time. In asynchronous online learning

xix
there is no defined time and place of learning. It provides more flexibility to learners.

Students who do not have a fixed schedule, preferred asynchronous online learning as it

is more self paced. It provides freedom to the students to access the course at any time

they want and from any location they are with the help of internet connection.

Asynchronous instruction allows participants to control their own timetables.

Asynchronous E-Learning makes it possible for learners to log on to an E-Learning

environment at any time and download documents or send messages to teachers or peers.

Students may spend more time refining their contributions, which are generally

considered more thoughtful compared to synchronous communication.

 Fixed E-Learning

In fixed E-Learning, fixed content materials are presented by the teacher. All the

students receive the same information. Student’s preference does not adopted by the

instructor. In fixed E-Learning the content are fixed previously. The materials are fixed

previously and student’s preferences are not accepted by the teacher. In this system of

online learning students participate passively.

 Adaptive E-Learning

Adaptive E-Learning is a student’s centric learning system, which considers

student’s performance, skills and abilities. It makes the students more individualized. It

allows the teacher to redesign the content materials according to the student’s needs.

Adaptive E-Learning is more individualized and learner-centered system of learning.

 Linear E-Learning

xx
 It is a one-way learning program, in which only sender provides information

without any expectations from the receiver. It does not allow two-way communication

between sender and receiver. Linear E-Learning has less importance because; sender

cannot get feedback in this type of learning.

 Interactive Online Learning

Interactive online learning is a two-way communication channels between the

sender and receiver. It provides freedom to both the teacher and student. It allows the

sender to become receiver and the receiver to become sender. It helps the teacher in the

sense that after getting feedback from the students he can make the teaching learning

process more effective. It provides opportunity to the students to send feedback to the

teacher and to clear their doubts. In this system of learning both the teacher and students

communicate more freely. It is the more popular and acceptable method of online

learning.

 Individual Online Learning

It is a communication free learning. Students only get materials from internet as

per his or her objectives. It does not develop student’s communication skill. In this

system students learn individually and attain his or her learning goals individually. It does

not develop communication skills among students. It also lacks team work abilities

among participants. In individual online learning students does not communicate with

other students.

xxi
  Collaborative Online Learning

Collaborative online learning is a group online learning type, in which students

work together. In this system of learning students learn together and attain their learning

objectives together. This system of learning develops communication skills among

students and enables the learners to develop team work ability. There is a need of

formation of effective group. In this group students interact with each other and learn

from each other.

(Tamm, 2019)

1.6 E-Learning Tools and Technologies

E-Learning is a flexible learning environment which serves as a number of

individual and organizational purposes by making use of a number of technologies. There

are many tools and technologies essential for E-Learning. A comprehensive list of E-

Learning tools and technologies are described as follows.

1.6.1 Communication Tools

The most common communication tools used in E-Learning includes E-mail,

instant messaging and blogging.

a) E-mail

xxii
 E-mail refers to Electronic Mail. It is the exchange of computer-stored messages

by telecommunication. E-mail addresses a unique name that identities an e-mail recipient.

Users can send mail to a single recipient or broadcast it to multiple users.

b) Instant Messaging

Instant messaging is the exchange of text messages through a software

application. Instant messaging allows a learner to chat with one another through text

messages. This has become very popular as here; everything is performed in a faster and

more reliable manner.

c) Blogging

A blog is a one’s own website. It is a frequently updated online personal journal

or dairy. It is a forum where one can express his own thought to the world and can share

owns thoughts and passions. Most blogs are interactive allowing visitors to leave

comments and messages to each other. A typical blog combines text, images and links to

other blogs, web pages and other media related to its topic.

1.6.2 Collaboration Tools

The benefits of collaborative learning are immense. The learners learn through

collaboration with peers in smaller or larger groups. The E-Learning technology offers a

number of collaboration tools to learn from one another, to work on assignments, projects

in groups and the like.

xxiii
a) Social Bookmarking

A social bookmarking service is an online service which enables users to add, edit

and share bookmarks of web documents. Social bookmarking websites improve the

learning experiences by encouraging group collaboration. Teacher can create social

bookmarks of resources chapter wise and invite other teachers to contribute. The social

bookmarks thus created can be shared with the learners and teachers can also give

assignments to learners to collaboratively build bookmarks related to a particular topic.

b) Social Networking Sites

Social networking site is used to describe any web site that enables users to create

profiles within that web site and form relationships with other users of the same web site

who access their profile within that web site. Social networking can be used effectively

for E-Learning by creating specific interest groups. The learners within this group can

share information, photographs, videos, graphics related to a particular topic.

c) Web Conferencing

Web conferencing is highly interactive, internet based applications with various

collaboration features. It is capable of scaling from small groups to hundreds and

thousands of similar users.

1.6.3 Delivery and Distribution Tools

xxiv
 There are many options to deliver E-Learning. E-Learning can also be delivered

or distributed through websites, video, webinars, virtual tutors.

a) Podcasting

Podcasting is a form of audio broadcasting on the internet. The audio files are

developed and distributed to the computers of subscribed users. These files may be

uploaded to digital music or multimedia players. A podcast can be easily created from

digital audio file.

b) Audio and Video Streaming

Streaming audio or streaming video in content sent over the internet and displayed

by the viewer. Many institutions have created their own exclusive channels for providing

their e-content to the end users using You Tube. E-Learning professionals use You Tube

to make their E-Learning courses more interactive and informative.

c) Massive Open and Online Course (MOOC)

Massive Open and Online Course is a new approach to delivering E-Learning. It

is a model for delivering learning content online to any person who wants to attain a

course. The format of the massive open and online courses lets students experience

lectures from the professor, go through computer graded tests or peer assessed essays and

engage in discussion forums with others interested in the topic.

d) Flipped Learning

xxv
 Flipped classroom model is another approach in delivering E-Learning in a

blended format. In the flipped classroom students gain first exposure to new materials

outside of class, usually via reading or lecture video and then class time is used to do the

work of assimilating that knowledge.

1.7 Advantages of E-Learning

E-Learning provides different benefits to the users, which are as follows,

 Students are benefited by E-Learning at any time, because it is available 24 hours.

 Students access knowledge and information through online at anywhere that

means it has location flexibility.

 E-Learning provides faster information than traditional learning.

 E-Learning involves active participation of the learner.

 E-Learning provides a wider scope to the learner.

 E-Learning enables the learner to access information as per their needs and

objectives.

 E-Learning is cost effective, because it does not need for the students or learner to

travel.

 E-Learning considers individual differences.

xxvi
  It provides discussion forum through video conferencing.

 E-Learning makes the learner independent, because they does not need instructor.

 E-Learning enables the students to access knowledge from different experts all

over the world.

 E-Learning enables the experts to share their knowledge and expertise worldwide,

so that other can be benefited.

1.8 Disadvantages of E-Learning

E-Learning placed an important role in the teaching learning process. The number

of students using E-Learning is increased day by day rapidly. Still there are some

disadvantages of E-Learning which cannot be ignored.

 E-Learning lacks direct interaction between students and teachers.

 In test or assessment, there is chance of cheating in the part of students.

 E-Learning does not improve communication skills of the students.

 E-Learning limits the role of the instructor.

 It lacks practical knowledge of the students, particularly in science subjects.

 There is problem of accessing internet and network.

xxvii
1.9 Statement of the Problem

The investigator decided to conduct a study entitled as:

“Attitude of Undergraduate Students towards E-Learning in COVID Era.”

1.10 Operational Definitions of the Variables

E-Learning Attitude- E-Learning attitude is defined as a tendency of positive

and negative feelings of undergraduate students of Gangadhar Meher University about

participating in E-Learning activities through computer use.

Undergraduate Students-In this study Undergraduate student is operationally

defined as the boys and girls students of Bachelor of Arts, Science and Commerce belong

to Gangadhar Meher University.

Gender- Gender refers to male and female undergraduate students of Gangadhar

Meher University, Sambalpur.

Stream- Stream refers to Arts, Science and Commerce Undergraduate students of

Gangadhar Meher University, Sambalpur.

xxviii
1.11 Objectives of the Study

1.To study the level of attitude of undergraduate students towards E-Learning in COVID

era.

2. To compare the attitude of boys and girls undergraduate students towards E-Learning

in COVID era.

3.To compare mean scores of attitude of Bachelor of Arts, Science, and Commerce

students towards E-learning in COVID era.

1.12 Hypotheses of the Study

1. There is no relation between attitude of undergraduate boys and girls towards e-

learning.

2. There exists no significant difference between the attitude of boys and girls

undergraduate students towards E-Learning in COVID era( Suri & Sarma, 2013; Kar et

al., 2014; Rhema & Miliszewska, 2014; Behera at al., 2016; Dhas, 2017; Fouzdar &

Behera, 2017; Khan, 2017; Konwar, 2017; Thakkar & Joshi, 2017; Pathak et al., 2019;

Periasamy, 2019; Nachimuthu, 2020; Oktem, 2020).

3. There is no significant difference among mean scores of attitude of Bachelor of Arts,

Science and Commerce students towards E-Learning in COVID era( Dhamija, 2014; Kar

et al., 2014; Behera et al., 2016; Dhas, 2017; Basumatary, 2018; Gupta & Sharma, 2018;

Sao et al.,2018).

xxix
1.13 Delimitations of the Study

 The present study is limited to Gangadhar Meher University, Sambalpur, Odisha

only.

 Further the study is delimited to undergraduate students of Arts, Science and

Commerce studying in Gangadhar Meher University Sambalpur, Odisha.

 The study is delimited to the design of survey method, stratified random sampling

and 180 samples only.

CHAPTER-II

REVIEW OF RELATED LITERATURE

xxx
2.1 Meaning of Review of Related Literature

The term “Review of Related Literature” refers to the past knowledge of the

studies that has been reviewed again related to the present topic of the research.

Literature review involves the surveys of articles and other sources of the concerned area

of the topic. The reviews explain the previous ideas and help the researcher to borrow

new ideas in the present study.

2.2 Purpose of Review of Related Literature

 It gives a theoretical background of the study.

 It gives researcher several ideas on how to select his own research

problem.

 It avoids possible duplication of similar studies.

xxxi
  It guides the researcher to formulate hypothesis for the present study.

 It helps in selecting variables for the current study.

2.3 Needs of Review of Related Literature

There is a need of review of related literature in any research study for planning

and execution of the study. It is important because,

 It helps in selecting and developing a research problem in relation to its

significance.

 It gives the investigator an understanding of previous studies.

 It justified the proposed methodology.

 It provides valuable direction and helps in planning for formulating

hypothesis.

 It helps in reporting result of the study.

2.4 Review of Related Literature

2.4.1 Studies in India related to E-Learning

xxxii
 Saroha (2013) compared attitude of different age groups people towards e-

learning. The objective of the study was to gathered information about attitude of

different age groups people towards e-learning. Findings of the study revealed that out of

all thirty respondents nineteen respondents showed positive attitude, ten respondents

showed negative attitude and one respondent showed neutral attitude. Seventy percent of

people in between age fifteen to thirty had a positive attitude and remaining thirty percent

had a negative attitude towards E-Learning. Eighty percent of people in between age

group thirty to forty five showed positive attitude and remaining twenty percent showed

negative attitude towards E-Learning. Out of all participants in between age group forty

five to sixty, forty percent showed positive attitude, fifty percent showed negative attitude

and ten percent showed neutral attitude towards E-Learning.

Suri and Sharma (2013) studied how attitude of people towards computer

technology and E-Learning was affected by gender. Objectives of the study were to

analyze the effect of gender on scale on computer and e-learning attitude of students and

to analyze the effect of gender on use of e-learning forms. Finding of the study showed

that majority of the participants used internet for sharing and getting information.

Students used audiovisual materials more than audio modes. Boy student’s attitude

towards computer technology and E-Learning did not differ with girl student’s attitude

towards computer technology and E-Learning. No significant relationship was found

between genders and using of E-Learning forms.

xxxiii
 Suri and Sharma (2013) conducted a studied on how student's E-Learning

attitude was effected by age. The study intended to analyze the effect of age on scale on

computer and e-learning attitude of students, effect of age on student's response towards

provision for e-learning and to analyze the effect of age on student's response towards

provision for classroom lectures online. Findings of the study revealed that age difference

did not impact on computer, provision for E-Learning and E-Learning attitude of the

students. There was no significant correlation between age of respondents and student’s

response towards provision for classroom lectures online and provision for E-Learning.

Dhamija (2014)) studied attitude of students towards the use of E-Learning.

Objectives of the study were to study the attitude of students towards the use of e-

learning and to find out the differences in the attitude of students based on stream, gender

and area. It can be concluded from the findings of the research that, there were positive

attitude of students towards E-Learning. Attitude of students on the use of E-Learning did

not differ based on their stream they were studied. Gender and locality did not

differentiate attitude of students towards the use of E-Learning significantly.

Kar et al. (2014) studied university student’s attitude towards E-Learning.

Objectives of the study were to compare the attitude of university students towards e-

learning based on their gender, residence and stream of study. Further the study aimed at

to find out interaction effects between gender and residence, gender and stream, stream

and residence and gender, residence and stream of study. Findings of the study showed

positive attitude of university students towards E-Learning. Attitudes of students did not

xxxiv
differ based on gender, residence and stream of study. There were no significant

interaction between gender and residence, residence and stream, stream and residence

and gender, residence and stream.

Behera et al. (2016) studied B.Ed student-teacher’s attitude towards E-Learning.

Main objectives of the study were to investigate attitude of B.Ed student-teachers towards

e-learning and to find out differences between the attitude of B.Ed student-teachers

towards e-learning based on gender, locality, type of training, category of students, type

of colleges and stream. It was found out from the study that seventy one percent student-

teachers had average attitude, fifteen percent student -teachers had favorable attitude and

fourteen percent student-teachers had unfavorable attitude towards E-Learning. All

student-teachers had equal attitudes irrespective of gender, locality, types of training,

category of students, type of colleges and stream.

Dhas (2017) studied attitude of college students towards E-Learning. Objectives

of the study were to investigate the level of attitude of college students towards e-

learning. Further, to find out the differences between attitude of college students with

respect to their background variables and subjects. The study concluded average attitude

of students towards E-Learning at college level. There were no significant differences

between the attitudes of college students based on their gender, stream, subject, locality

and marital status. M.Phil students had high positive attitude in comparison to

undergraduate and postgraduate students.

xxxv
 Elnoor et al. (2017) assessed information literacy competencies and attitude of

postgraduate veterinary students towards E-Learning. Main objectives of the study were

to assess the information literacy competencies of postgraduate veterinary students and to

investigate the attitude of postgraduate veterinary students towards e-learning. Findings

of the study revealed that majority of the students had high level of information literacy

competencies. Fifty five percent of the students distinguished significant and not

significant words from a topic and male respondents had higher power than female

respondents. They were able to identify the main concept in a topic. Most of the

respondents had positive attitude towards E-Learning and using of E-Learning tools.

Fouzdar & Behera (2017)) conducted a study on attitude of post graduate

students towards mobile learning. Main objectives of the study were to find out the

attitude of students towards mobile learning and to compare the attitude of students

towards mobile learning in relation to gender, locality, category, stream and year of

study. There was neutral attitude of post graduate students towards mobile learning.

There were no significant differences between the attitude of post graduate students in

relation to gender, locality and year of examination. Attitude of postgraduate general

students and postgraduate schedule caste/schedule tribe students did not differ

significantly. Postgraduate arts students had more favorable attitude than postgraduate

science students.

Khan (2017) analyzed attitude of engineering students of Bijnor district, Uttar

Pradesh towards E-Learning. The study intended to find out the attitude of engineering

students towards e-learning. Further to find out the differences between the attitude of

xxxvi
engineering students towards e-learning with reference to gender and locality. The

findings of the study concluded average attitude of engineering students towards E-

Learning. There were no significant differences between the attitude of engineering

students with reference to gender and locality.

Konwar (2017) studied E-Learning attitude of students at college level. The study

intended to investigate the attitude of college students towards e-learning and to find out

differences between the attitude of college students on the basis of gender and locality.

Majority of thirty nine percent college students had high positive attitude towards E-

Learning. Boys and Girls student’s attitude did not differ significantly. Locality did not

differentiate student’s E-Learning attitude at college level.

Thakkar and Joshi (2017) studied student's attitude towards E-Learning. The

objectives of the study were to analyze the attitude of diploma engineering students

towards the use of e-learning. Further the study aimed to investigate differences between

the attitude of students towards the use of e-learning based on gender, locality and

category of students. Findings of the study revealed that large number of students had

positive attitude towards E-Learning. The attitude of students did not differ significantly

based on gender and locality. The attitude of reserved category students did not differ

from the attitude of general category students significantly.

Basumatary (2018) studied attitude of senior secondary school students towards

E-Learning. The main objectives of the study were to investigate nature of investigation’s

xxxvii
scores of students in relation to gender, locality, stream and type of school. Further to

compare the attitude of students towards e-learning in relation to gender, locality, stream

and type of school. The results of the study indicate that level of E-Learning attitude of

male senior secondary school students differed with the level of E-Learning attitude of

female senior secondary school students. Rural and urban school students differed in their

level of E-Learning attitude. Attitude of senior secondary school students differed based

on stream. No significant difference was found between the attitude of government senior

secondary school students and private senior secondary school students towards E-

Learning.

Gupta and Sharma (2018)) studied attitude of students at senior secondary

school level towards E-Learning. Objectives of the study were to investigate the attitude

of senior secondary school students towards e-learning, to study the attitude of senior

secondary school students based on their gender, residential background, school types

and stream. Female students had low positive attitude towards E-Learning than male

students. Rural and urban school students had equal attitude towards E-Learning.

Students belonging to arts stream and science stream had equal attitude towards E-

Learning. Private school students had high positive attitude than government school

students.

Sao et al.(2018) studied attitude of B.Ed student teachers towards mobile

learning. Main objectives of the study were to ascertain the attitude of B.Ed student

teachers towards mobile learning and to differentiate attitude of B.Ed student teachers

xxxviii
towards mobile learning with some demographic variables. There was average level of

attitude of B.Ed student teachers towards mobile learning. Attitude of B.Ed student

teacher towards mobile learning significantly differed based gender. There existed no

significantly differences between attitude of B.Ed student teachers towards mobile based

on locality, service condition, type of colleges and stream.

Pathak et al. (2019) studied perception and attitude of students towards E-

Learning. Main objectives of the study were to investigate the attitude and perception of

students towards e-learning in relation to gender, locality and current level of education.

The findings of the study revealed high positive attitude and perception of students

towards E-Learning. Boys and girls student’s attitude and perception was positive

towards E-Learning. Student’s belongingness did not influence their attitude and

perception towards E-Learning. Attitudes and perceptions of 12th class students,

undergraduate students and postgraduate students were positive towards E-Learning

while diploma students had a neutral attitude and perception towards E-Learning.

Periasamy (2019) studied attitude of B.Ed trainees towards E-Learning. The

objectives of the study were to find out the attitude of B.Ed trainees towards e-learning

and to differentiate their attitude towards e-learning in-relation to socio-economic

variables. The findings of the study showed that students among various age groups had

equal attitude towards E-Learning. Boys B.Ed students and girls B.Ed students were

equal in their attitude towards E-Learning. B.Ed students having undergraduate

qualification had higher positive attitude than B.Ed students having postgraduate

xxxix
qualification. Science students had higher attitude than arts students towards E-Learning.

All B.Ed students had equal attitude towards E-Learning in regard to their family type.

There was high positive attitude of rural residence B.Ed students than urban residence

B.Ed students. First year B.Ed students had lower positive attitude than second year B.Ed

students.

Nachimuthu (2020) studied student teacher’s attitude towards online learning

during COVID-19 pandemic period. Objectives of the study were find out the attitude of

the student teachers towards e-learning and to compare the attitude of student teachers

based on gender, type of institution and group of study. The results of the study revealed

that student teachers had positive attitudes toward E-Learning. There was no significant

difference between male and female student teacher’s attitudes toward E-Learning in

COVID-19 pandemic period. There was significant difference between private and

government institutions student teacher’s attitude towards E-Learning in COVID-19

pandemic. Attitude of student teachers belonged to arts stream differed from the attitude

of student teachers belonged to science stream in COVID-19 pandemic.

Raheem and Khan (2020) studied the role of E-Learning during COVID-19

period. Main objective of the study was to investigate the role of e-learning in English

language teaching and learning in COVID-19 crisis. E-Learning had a positive effect on

student’s English language learning. E-Learning increased student’s knowledge about

English language. In COVID-19 period E-Learning used as the most effective way of

xl
teaching and learning with the help of different applications. Teaching learning materials

were available for the students through different online modes.

Shete et al. (2020) conducted a study on the perception of MBBS students

regarding E-Learning during COVID-19 lockdown. The objective of the study was to

find out the perception of students regarding e-learning during COVID-19 pandemic

period. The findings of the study revealed that majority of sixty two percent students

agreed to use both face to face and E-Learning. Face to face learning was preferred by

thirty one percent students and E-Learning was preferred by seven percent students.

Blended learning was preferred by the learners. Number of students used mobile phones

was greater than the number of students used laptops.

2.4.2 Studies in Abroad related to E-Learning

Kamarulzman et al. (2011) studied student’s attitude towards E-Learning in

Malaysian Public University. The objectives of the study were to know student’s attitude

towards e-learning, factors affecting student’s adoption or resistance towards e-learning

and to study the motivational factors of students to use Moodle in learning process.

Result of the study showed that students used Moodle in their learning process and it was

very much useful and helpful. Student’s experience in using Moodle had positive effects

on their attitude towards adoption of Moodle. There was a positive resistance among

students to use Moodle in learning process. Students were motivated to use Moodle as it

was effective and engaging. Engaged learning, learner-instruction match, familiar,

xli
lifestyle fit, personal control and augmented learning were the factors which motivated

students to use Moodle.

Akimanimpaye (2012) conducted a study on attitude of nursing students towards

E-Learning. The objectives were to study the attitude of nursing students towards E-

Learning, satisfaction level of students regarding the use of E-Learning and factors

influenced satisfaction level of nursing students. Result of the study revealed that there

was a positive relationship between learner’s satisfaction and E-Learning attitude of

students. Effective computer technology and varieties of assessment methods increased

student’s motivation towards E-Learning.

Omar et al. (2012) conducted a study on student’s engagement in online learning

and learner's attitude towards e-mentoring. Main objective of the study were to

investigate learner's attitude towards e-mentoring and to investigate learner’s factors

which influence learner’s attitude towards e-mentoring. It was found out that there was a

linear co-relation between learner’s attitude and involvement in e-mentoring. Students

had positive attitude towards e-mentoring. Student's autonomy in learning increased

engagement level of students in E-Learning and willingness to learn more. Students

engaged effectively in the online classes if they thought that the information given by e-

mentor were more useful.

Mulwa and Kyalo (2013) conducted a study on the influence of attitude of

principal, teachers and students on readiness to adopt e-learning in secondary schools in

xlii
Kitui district, Kenya. Objectives of the study were to know the attitude of principals and

teachers towards the readiness to adopt e-learning and to find out the relationship

between student’s attitude and readiness to adopt e-learning in schools. The findings of

the study revealed that school’s readiness to adopt e-learning did not influenced by the

attitude of principal towards readiness to adopt e-learning. Teacher’s attitude did not

influence readiness to adopt e-learning in schools. Student's negative attitude towards e-

learning had a negative impact on readiness to adopt e-learning and positive attitude

towards e-learning had a positive impact on readiness to adopt e-learning.

Rhema and Miliszewska (2014) analyzed attitude of students towards E-

Learning. The study intended to know the attitude of students towards technology, to

compare the attitude of female and male students, urban and regional students towards

technology. Further to find out the relationship between student’s attitude and access to

technology, the use of technology, skill in technology and satisfaction with technology.

It can be concluded form the result of the study that student’s attitude towards technology

and E-Learning was positive. There were no significant differences in student’s attitude

based on gender, location, age and year of study. There was a significant co-relation

between student’s attitude towards technology and access to technology, technology

usages, skill in technology and level of satisfaction with technology.

Cakir and Solak (2015) conducted a study on attitude of Turkish foreign

language learners towards E-Learning through technology acceptance model. Main

objectives of the study were to investigate attitude of Turkish foreign language learners

towards technology and to find out role of different factors in learner’s academic

xliii
achievement. According to the result of the study it can be concluded that Turkish foreign

language learners had a positive attitude towards E-Learning. Most of the learners used

internet regularly. Ninety two percent students had a Facebook account. Seventy seven

percent students had their personal computer. Students had enough skill to use

technology. Students used technology for studying course documents. Learner's academic

achievement was positively affected by perceived ease to use, attitude towards E-

Learning, satisfaction level and self-efficacy of the learners.

Ogunnowo (2016) analyzed attitude of computer science students towards E-

Learning in Nigeria. Main objective of the study was to analyze student's attitude towards

e-learning. Findings of the study revealed that eighty five percent of the students had

computer experience and positive attitude towards E-Learning. Students were aware

about the benefits of E-Learning. E-Learning was flexible and cost effective.

Zabadi and Alawi (2016) studied university student’s attitude towards E-

Learning. The objectives of the study were to investigate the attitude of students towards

e-learning and to find out the differences in the attitude of students towards e-learning on

the basis of gender, use of technology and skills. It can be concluded from the study that

that student’s attitude towards E-Learning was highly positive. The attitudes of students

towards E-Learning differed on the basis of gender, usage of technology and skills. Male

student’s attitude towards E-Learning was higher than female student’s attitude towards

E-Learning.

xliv
 Ullah et al.(2017) studied attitude of students towards online learning. Main

objectives of the study were to examine student’s interest in computer learning, computer

usability of students and ease of students in using computer in learning. Findings showed

that there was no significant relationship between student’s interest in computer,

usefulness of computer and easiness in using computer in learning. Slow internet

facilities and lack of understandings of students developed negative attitude among

students towards online learning.

Dookhan (2018) investigated student’s E-Learning attitude. The objectives of the

study were to assess attitude of students towards e-learning and to determine the factors

which influenced the attitude of students towards e-learning. It was found out that

students had a positive attitude towards E-Learning. Competency level of students,

student’s perceived usefulness and E-Learning attitude of students influenced use of E-

Learning by students and interaction with their lecturers and classmates.

Elfaki et al. (2019) compared impact of E-Learning and impact of traditional

learning on student’s performance and attitude. Main objective of the study was to

investigate the impact of e-learning on academic performance of students. Result of the

present study revealed that electronic education affects better learning outcomes than

traditional face to face learning. Significant differences were found between the attitude

of student’s attained online classes and classes with traditional methods towards E-

Learning. Students who were attaining online classes had high positive attitude than

students who were attaining face-to-face classes towards E-Learning. E-Learning

xlv
provides better academic performance than face to face learning in higher educational

institutions.

Oktem (2020) studied attitude of physical education and sports education

students towards E-Learning. Main objective of the study was to investigate the attitude

of sports education students towards e-learning. The result of the study revealed that there

were no significant differences on the basis of gender towards E-Learning tendency and

E-Learning avoidance. There were no significant differences among students of different

departments towards E-Learning tendency but the score of coaching department students

towards E-Learning avoidance was lower than physical education department and sports

management department students. Attitude of students towards E-Learning tendency and

E-Learning avoidance were significantly different on the basis of grades.

Subedi et al. (2020) studied impact of E-Learning during COVID-19 pandemic

among nursing students and teachers in Nepal. Main objectives of the study were to

investigate attitude of nursing students and teachers towards benefits of e-learning,

problems faced by teachers and students while using electronic media during online

classes and to assess the association of problems faced by students and teachers during

online class with some demographic variables. The findings of the study revealed that

majority of the respondents had positive attitude towards E-Learning. Problems faced by

the teachers and students during online class were slow internet access, lack of

knowledge regarding use of medias, irregularity of student’s joining and leaving the

class, lack of interaction with students, unavailability of study materials, headache and

xlvi
electricity problems. There was a significant association of attitude and problems or

activities of students and teachers in-relation to selected demographic variables.

Unger and Meiran (2020) studied attitude of students towards online learning

during the COVID-19 period. Main objectives of the research were to study perception of

students towards online learning, misinformation in media, knowledge about disease and

level of preparedness during COVID period. Findings of the study revealed that majority

of the students showed that online learning was not same with the offline learning. They

found misinformation on COVID-19 from media. Majority of the students agreed that

preventive measures were based on science and medical knowledge.

2.5 Summary of the Reviews Related to E-Learning

Attitude of respondents towards E-Learning was positive. (Dhamija, 2014; Rhema

& Miliszewska, 2014; Kar et al., 2014;Cakir&Solak, 2015; Ogunnowo, 2016;

Zabadi&Alawi, 2016; Elnoor et al., 2017; Konwar, 2017; Thakkar & Joshi, 2017;

Dookhan, 2018; Pathak et al., 2019; Periasamy, 2019; Nachimuthu, 2020; Subedi et al.,

2020). Average attitude of respondents towards E-Learning is reported. (Dhas, 2017;

Fouzdar&Behera, 2017; Khan, 2017, Sao et al., 2018). Different levels of attitude of

respondents towards E-Learning. (Saroha, 2013; Behera et al., 2016; Gupta & Sharma,

2018).

Boys student’s attitude did not differed with girl student’s attitude towards E-

Learning( Suri & Sharma, 2013; Kar et al., 2014; Rhema & Miliszewska, 2014; Behera et

xlvii
al., 2016; Dhas, 2017; Fouzdar & Behera, 2017; Khan, 2017; Konwar, 2017; Thakkar &

Joshi, 2017; Pathak et al., 2019; Periasamy, 2019; Nachimuthu, 2020; Oktem,

2020).Boys student’s attitude differed with girl student’s attitude towards E-Learning

(Dhamija, 2014; Zabadi & Alawi, 2016; Basumatary, 2018; Gupta & Sharma, 2018; Sao

et al., 2018).

No significant differences found among student’s attitude towards E-Learning

based on stream (Dhamija, 2014; Kar et al., 2014; Behera et al., 2016; Dhas, 2017;

Basumatary, 2018; Gupta & Sharma, 2018; Sao et al., 2018). Significant differences

found among student’s attitude towards E-Learning based on stream ( Fouzdar & Behera,

2017; Nachimuthu, 2020).

2.6 Rationale of the Study

This is the age of science and technology. Science and technology have been

tough each and every part and path of human being and it has great role in the

development of human being, it may education, economics, social, political, etc.

Somehow, at present technology is playing a great role to bring satisfaction in every field.

In this era E-Learning has been emerged as a new concept, which implies learning by

means of computers, web pages, video conferences, etc. It accommodates multiple

learning activities. The demand of the E-Learning has increased due to COVID-19

pandemic. In the situation of offline mode of teaching is not provided to all the students

and they are bound to attain online classes. Attitude of students towards E-Learning

xlviii
determines use of E-Learning resources, student’s participation and involvement in the E-

Learning process. E-Learning is using as an alternative solution in teaching learning

process during COVID-19 era.

A retrospective review of related literatures showed that numerous studies have

been conducted on attitudes of students towards E-Learning all over the world. Findings

revealed positive attitudes of respondents towards E-Learning (Dhamija, 2014;Kar et al.,

2014;Rhema & Miliszewska, 2014; Cakir & Solak, 2015; Ogunnowo,2016;Zabadi and

Alawi, 2016; Elnoor et al., 2017; Konwar, 2017; Thakkar & Joshi, 2017; Dookhan, 2018;

Pathak et al., 2019; Periasamy, 2019; Nachimuthu, 2020, Subedi et al., 2020), neutral

attitude of students towards E-Learning (Dhas, 2017; Fouzdar & Behera, 2017; Khan,

2017, Sao et al., 2018), different levels in attitudes of respondents towards E-Learning

(Saroha, 2013; Behera et al., 2016; Gupta & Sharma, 2018; ). A number of studies have

been conducted to study the attitude of students at different levels of education. A

number of research have been conducted on attitude of senior secondary school students

(Basumatary, 2018; Gupta & Sharma, 2018), postgraduate students (Elnoor et al., 2017;

Fouzdar & Behera, 2017) and student-teachers (Behera et al., 2016; Sao et al., 2018;

Periasamy, 2019;Nachimuthu, 2020) towards E-Learning.

From the above analysis the findings reveals that a few number of research have

been conducted to assess the attitude of students towards E-Learning at undergraduate

level, which have great impact during COVID-19 period. A little number of studies has

been conducted in Odisha. Therefore, it is the need of the hour to know the attitude of

undergraduate students towards E-Learning. It assumed that E-Learning have been

replaced in absence of physical classroom teaching and students collectively getting

xlix
benefit of learning facilities in their suitable situation, place and time. Thus, the present

study has been undertaken by the investigator.

CHAPTER-III

DESIGN OF THE STUDY

l
3.1 Rationale of Research Design

The most important element in any research study is research design or plan and

procedure, without research design the study cannot be conducted. Research design

includes detailed description of research method, population, sample and sampling

technique used for selection of sample from the population, tools used to collect data,

procedure of data collection and analysis of the data.

3.2 Method of the Study

The method is the key point of success in research project. If the method is

correct, the investigator will be successful in his or her research work. It is a way to

systematically solve the research problem. There are different types of methods to

li
conduct research work such as historical method, experimental method, causal

comparative method, survey method, etc.

In the present study the investigator has used survey method for conducting

research.

3.3 Population

The term ‘population’ refers to the total number of living and non-living

components of any particular area in a specific period of time. Population is the subject,

object, individual or institution about which the investigator is interested to study.

All the undergraduate students of final year studying in Gangadhar Meher

University, Sambalpur have been taken as population of the present study.

3.4 Sample and Sampling Procedure

Sample represents some selected number of cases of the total population selected

from that population for study. Sample represents the entire population. Nature of the

population may be inferred from the nature of the sample taken from that population.

Sampling is the technique which is used to select the sample from the population.

In the present study, stratified random sampling technique has been used to select

sample from undergraduate students of Gangadhar Meher University. Sample for the

lii
present study consists of180 Bachelor Arts, Science and Commerce students of

Gangadhar Meher University, Sambalpur.

Table 3.1 Distribution of Sample

Groups Number of Sample Total

Gender Male 90 180

Female 90

Stream Arts 60 180

Science 60

Commerce 60

Table 3.1 states that out 180 sample students, 90 students are male students and

90 students are female students. Further out of 180 students, 60 students are Bachelor of

Arts students, 80 students are Bachelor of Commerce students and 80 students are

Bachelor of Science students.

3.4.1 Selection of Sample through Stratified Random Sampling

Figure 3.1 Selection of Sample through Stratified Random Sampling

Sample (180)

Arts (60) Science(60) Commerce (60)

(9((999

Male Female
Male Female Male Female
(30) (30)
(30) (30) (30) (30)
liii
 The above figure shows that out of 180 undergraduate students, 60 students are

Bachelor of Arts students from which 30 are male students and 30 are female students.

Out of 180 undergraduate students 60 students are Bachelor of Science students from

which 30 students are male students and 30 students are female students. Out of 180

undergraduate students 60 students are Bachelor of Commerce students from which 30

students are male students and 30 students are female students.

3.4.2 Stream Wise Selection of Sample

Table 3.2 Stream Wise Distribution of Sample

Stream Departments No. of Students

Arts Education 22

Odia 23

Political Science 15

Science Botany 17

Physics 25

Zoology 18

Commerce Commerce 60

liv
 Table 3.2 states that out of 60 Bachelor of Arts students, 22 students are from

department of Education, 23 students are from department of Odia and 15 students are

from department of Political Science. Out of 60 Bachelor of Science students 17 students

are from department of Botany, 25 students are from department of Physics and 18

students are from department of Zoology. Sixty students are Bachelor of Commerce

students.

3.5 Tools and Techniques Used

The instruments which are used to collect data are known as tools. The tools

should be valid, reliable and standardized. The instruments which are employed to collect

data for research purposes are known as research tools. Effective utilization of research

tools makes the research work valid and reliable.

lv
 Attitude towards E-Learning scale developed by Dimpal Rani (2015) has been

used in the present study. The scale has been standardized on sample of 200 students age

group 14+ studying in senior secondary class of Ludhiana District in the state of Punjab,

India. The scale consists of 65 items out of which 38 items are positive items and 27

items are negative items. The scale is consisted four aspects of E-Learning such as, E-

Learning Interest, Usefulness, Ease of E-Learning and E-Learning Confidence.

Table 3.3: Area-Wise Distribution of Items

Sr. Area Nature of No. of Items Total No. of Total

No. Items items

I. E-Learning Positive 1,7,21,25,40,44,50,58 08

Interest
Negative 14,18,24,29,35 05 13

lvi
 II. Usefulness Positive 6,8,9,12,13,16,20,26,28,30, 17

37,45,47,51,52,60,65 26

Negative 4,11,17,22,23,42,54,56,59 09

III. Ease of E- Positive 5,10,27,36,49,55,61 07

Learning
Negative 15,33,41,43,46,48,57,64 08 15

IV. E-Learning Positive 3,19,31,32,62,63 06

Confidence
Negative 2,34,38,39,53 05 11

Positive Items = 38 + Negative Items = 27 Total Items 65

Scoring System

The scale is a five point scale viz., Strongly Agree, Agree, Undecided, Disagree

and Strongly Disagree. Both positive and negative type items were included in the scale.

The scoring system is as follows.

Table 3.4Scoring System

Sl. No. Type of Items Strongly Agree Agree Undecided Disagree Strongly
Disagree
I Positive 5 4 3 2 1
II Negative 1 2 3 4 5

Reliability

lvii
 The Reliability of the test was found out by Test-Retest method. For this, the scale

was administered on a sample of 100 boys and girls, age group 14+ and on the same

sample, the scale was administered after a gap of 1 month. The reliability co-efficient of

correlation was +0.87. The coefficient of correlation is significant at 0.01 level of

significance.

Validity

Content validity of the items was ensured through rational logical analysis of the

technology experts and teachers in questionnaire construction. Construct validity means

that the test scores are examined in terms of construct. Correlation between total scores

and item scores were also used for validity. This approach assumes total score as valid.

3.6 Procedure of Data Collection

The data for the present study is collected personally by the investigator. After

getting permission from the authority the investigator has personally visited Gangadhar

Meher University, Sambalpur, presented the tools before the sample students, convinced

them about the purpose of data collection and requested them to fill up the scale. After

completion of scale, the investigator collected individually.

3.7 Statistical Technique Used

As per the research problem taken and objectives stated by the investigator,

statistical techniques such as, t-test, z-score and ANOVA have been used to analyze

student’s attitude towards E-Learning in COVID era. Statistical technique such as ‘t’-test

lviii
has been used to analyze difference between two mean scores. ANOVA has been

employed to analyze differences among mean scores of attitude of Arts, Science and

Commerce Undergraduate students towards E-Learning in COVID era.

lix
 CHAPTER – IV

ANALYSIS AND INTERPRETATION OF DATA

Collection of data is not enough for the completion of research problem. After

collection of data it is essential to present it in tabular form, analyze it and interpret it in

order to arrive at a relevant conclusion and interpretation of data refers to the process in

which the data collected for research purpose were analyzed and presented in a logical

way in the research process. In the present study collected data are analyzed by using

SPSS software and Microsoft Excel worksheet.

The details description of the analysis and interpretation of the collected data is

presented as under.
lx
4.1 Levels of Attitude of undergraduate students towards E-

learning in COVID Era

Analysis of Objective 1: To study the level of attitude of undergraduate students towards

E-Learning in COVID era

Table 4.1

Levels of Attitude of Undergraduate students towards E-Learning in COVID era

Sr. No. Range of z-score Grade Level of E- Number of Percentage of

lxi
 Learning Students Students

1. +2.01 and above A Extremely High 5 2.78%

2. +1.26 to + 2.00 B High 20 11.11%

3. +0.51 to + 1.25 C Above Average 17 9.44%

4. -0.50 to + 0.50 D Average 84 46.67%

5. -1.25 to – 0.51 E Below Average 38 21.11%

6. -2.00 to -1.26 F Low 13 7.22%

7 -2.01 and below G Extremely Low 3 1.67%

Total 180 100%

From the above Table 4.1, it is concluded that the percentage of students having

extremely high level of attitude towards E-Learning is2.78 % , the percentage of students

having high level of attitude towards E-Learning is 11.11 % , the percentage of students

having above average level of attitude towards E-Learning is9.44%, the percentage of

students having average level of attitude towards E-Learning is 46.67%, the percentage of

students having below average level of attitude towards E-Learning is 21.11%, the

percentage of students having low level of attitude towards E-Learning is 7.22%, the

percentage of students having extremely low level of attitude towards E-Learning is

1.67% in COVID era.

Figure 4.1 Levels of Attitude of undergraduate students towards E-Learning in

COVID era.

lxii
Levels of E-Learning Attitude of Undergraduate Students
Extremely High
Extremely Low
Extremely High High
Low High
7%2%
3% 11% Above Average
Below Average Above Average
21% 9% Average
Below Average
Low
Average
47% Extremely Low

From Figure 4.1 it is concluded that the percentage of students having

extremely high level of attitude towards E-Learning is 2.78 % , the percentage of

students having high level of attitude towards E-Learning is 11.11 % , the percentage of

students having above average level of attitude towards E-Learning is 9.44%, the

percentage of students having average level of attitude towards E-Learning is 46.67%,the

percentage of students having below average level of attitude towards E-Learning is

21.11%, the percentage of students having low level of attitude towards E-Learning is

I7.22%, the percentage of students having extremely low level of attitude towards E-

Learning is 1.67% in COVID era.

4.2 Attitude of Boys and Girls undergraduate Students

towards E-Learning in COVID Era

Analysis of Objective 2: To compare the attitude of boys and girls undergraduate

students towards E-Learning in COVID era.

Table 4.2

lxiii
 Summary of ‘t’ value for E-Learning Attitude of Boys and Girls

undergraduate students in COVID Era (N=180)

Groups Number of Mean Standard ‘t’ value Level of

Sample Deviation Significance

Boy Students 90 214.53 15.71 3.49 * 0.01

Girl Students 90 224.30 21.36

P<0.01

*Significant at 0.01 level of significance

As can be seen in Table4.2, it is found that attitude of boys and girls

Undergraduate students towards E-Learning differed significantly (t=3.49; df=178;

p<0.01) in favor of attitude of girls undergraduate student towards E-Learning

(M=214.53<M=224.30). Therefore, the null hypothesis that there exists no significance

of difference between attitude of boys and girls Undergraduate students towards E-

Learning in COVID era is rejected.

It can be concluded that the attitude of girls Undergraduate students towards

E-Learning is significantly better than the attitude of boys Undergraduate students

towards E-Learning in COVID era related to E-Learning interest, usefulness, ease of E-

Learning and E-Learning confidence.

Figure 4.2

Summary of ‘t’ value for E-Learning Attitude of Boys and Girls

undergraduate students in COVID Era (N=180)

lxiv
 226
224
222
220
218
216
214
212
210
208

Boys Students Column1

From Figure 4.2, it is found that attitude of boys and girls undergraduate students

towards E-Learning differed significantly (t=3.49; df=178; p<0.01) in favor of attitude of

girls undergraduate student towards E-Learning (M=214.53 <M=224.30). Therefore, the

null hypothesis that there exists no significance of difference between attitude of boys

and girls Undergraduate students towards E-Learning in COVID era is rejected.

It can be concluded that the attitude of girls undergraduate students towards E-

Learning is significantly better than the attitude of boys Undergraduate students towards

E-Learning in COVID era related to E-Learning interest, usefulness, ease of E-Learning

and E-Learning confidence.

4.3 Attitude of Bachelor of Arts, Science and Commerce

Students towards E-Learning in COVID Era

Analysis of Objective3: To compare mean scores of attitude of Bachelor of Arts,

Science, and Commerce students towards E-learning in COVID era.

Table 4.3

lxv
 Summary of the F value for Attitude of Bachelor Arts, Science and

Commerce students towards E-Learning in COVID Era (N=180)

Source of Sum of Squares Degrees of Mean F value Level of

Variation Freedom (df) Square Significance

Between Groups 2521.23 2 1260.61

Within Groups 64392.51 177 363.80

3.46 * 0.05
Total 66913.75 179
P<0.05

*Significant at 0.05 level of significance

As can be seen in Table 4.3, it is found that mean scores of attitude of Bachelor of

Arts, Science and Commerce undergraduate students towards E-Learning differ

significantly(F=3.46; df=178; p<0.05). Therefore, the null hypothesis that there exist no

significant differences among mean scores of attitude of Bachelor of Arts, Science and

Commerce students towards E-Learning in COVID era is rejected.

So, it can be concluded that the attitude of Bachelor of Arts, Science and

Commerce students towards E-Learning are differed significantly in COVID era related

to E-Learning interest, usefulness, ease of E-Learning and E-Learning confidence.

4.4 Multiple Comparisons

Table 4.4

lxvi
 ‘F’ value obtained by the Scheffe Method for multiple comparison of attitude

of Arts, Science and Commerce Undergraduate Students towards E-Learning in

COVID era (N=180)

Dependent Variable- E-Learning Attitude

Stream (I) Stream (J) Mean DifferenceSignificant
(I-J)

Arts Science 4.48 .48

Science Commerce 9.16* .03

Commerce Arts 4.68 .40

*. The mean difference is significant at the 0.05 level

Figure 4.3 ‘F’ value obtained by the Scheffe Method for multiple comparison of

attitude of Arts, Science and Commerce undergraduate Students towards E-

Learning in COVID era (N=180)

lxvii
 10 9.16
9
8
7
6
5 4.48 4.68
4
3
2
1
0
Arts and Science Science and Arts and
Commerce Commerce

The Table 4.4 and Figure 4.3 showing multiple comparisons of different groups

for attitude of Arts, Science and Commerce Undergraduate Students towards E-Learning

in COVID era using Scheffe method and found no significant of difference between

attitude of Arts and Science Undergraduate students towards E-Learning in COVID era

(p>0.05). Whereas, there is significant of difference between attitude of Science and

Commerce Undergraduate students towards E-Learning in COVID era ( P<0.05) and

there is no significant difference between attitude of Arts and Commerce undergraduate

students towards E-Learning in COVID era ( P>0.05).

The findings summarized as

 Attitude of Arts and Science Undergraduate students towards E-Learning in

COVID era is same.

lxviii
 Attitude of Commerce Undergraduate students towards E-Learning are

significantly better than the attitude of Science Undergraduate students towards e-

leaning in COVID era.

 Attitude of Arts and Commerce Undergraduate students towards E-Learning in

COVID era is same related to E-Learning interest, usefulness, ease of E-Learning

and E-Learning confidence.

lxix
 CHAPTER-V

FINDINGS, EDUCATIONAL IMPLICATIONS

AND SUGGESTIONS FOR FURTHER

RESEARCH

5.1 Findings of the Study

lxx
 After analysis and interpretation of collected data, the following findings emerged

in the present study.

 It is found that 46.67 percent undergraduate students have average level of

attitude towards E-Learning in COVID era.

 It is found that 21.11 percent undergraduate students have below average level of

attitude towards E-Learning in COVID era.

 It is found that 11.11 percent undergraduate students have high level of attitude

towards E-Learning in COVID era.

 It is found that 9.44 percent undergraduate students have above average level of

attitude towards E-Learning in COVID era.

 It is found that 7.22 percent undergraduate students have low level of attitude

towards E-Learning in COVID era.

 It is found that 2.78 percent of undergraduate students have extremely high level

of attitude towards E-Learning in COVID era.

 It is found that 1.67 percent undergraduate students have extremely low level of

attitude towards E-Learning in COVID era.

 Attitude of boys Undergraduate students differ with the attitude of girls

Undergraduate students towards E-Learning in COVID era.

 There exists significant difference among Undergraduate Arts, Science and

Commerce students in their level of E-Learning attitude in COVID era.

lxxi
  Attitude of Undergraduate Arts students do not differ with the attitude of

Undergraduate Science students towards E-Learning in COVID era.

 Attitude of Undergraduate Arts students do not differ with the attitude of

Undergraduate Commerce students towards E-Learning in COVID era.

 Attitude of Undergraduate Science students differ with the attitude of

Undergraduate Commerce students in COVID era.

5.2 Discussion of Results

After going through the analysis of the data and results of the study, it can be said

that majority of undergraduate students have average level of E-Learning attitude in

COVID era. The findings of the present study matches with the findings of Dhas,

(2017),Fouzdar & Behera, (2017), and Khan, (2017). The findings of the study concludes

that undergraduate boy students had less positive attitude than undergraduate girl students

towards E-Learning, matched with the findings of Dhamija, (2014), Zabadi& Alawi,

(2016), Basumatary, (2018), Gupta & Sharma, (2018), Sao et al., (2018). The findings of

the present study shows that bachelor arts, bachelor of science and bachelor of commerce

students differed in their level of attitude towards E-Learning in COVID era, which

matches with the findings of Fouzdar & Behera, (2017) and Nachimuthu, (2020).

5.3 Educational Implications

The findings of the present study have the following implications on students,

lxxii
  As there exist significant difference between male and female undergraduate

students towards E-Learning in favor of female students, male students should be

encouraged and motivated to use e-learning materials.

 Students should be encouraged to attain various E-Learning programs organized

by different educational institutions and central and state government to have

better e-learning experiences

 On the basis of findings of the present study, it is recommended that more E-

Learning materials and facilities should be provided to develop their attitude

towards e-learning.

The findings of the present study have the following implications on teachers,

 Teachers should give more emphasis on the use of technology in the teaching

learning process.

 E-Learning process should be adopted by educational institutions and teachers in

order to make students up-to-date.

The findings of the present study have the following implications on government,

 Government should provide E-Learning platforms for students of higher

education and follow up services should be provided to them.

 Various seminars, workshops and symposiums should be organized for

undergraduate students to develop E-Learning attitude among students at central,

state or institutional levels.

lxxiii
5.4 Suggestions for Further Research

The below noted suggestions can be considered for further studies,

 Since the present study has been conducted over a sample of undergraduate

students, similar studies can be conducted on post graduate students.

 The present study has been limited to Gangadhar Meher University, Sambalpur. It

is suggested that further studies can be conducted in other university students

also.

 In the present study stream and gender were taken as independent variables,

researchers may study by taking another independent variables such as locality,

type of schools, etc.

 A comparative study may be undertaken to study the attitude of other stakeholders

of education as parents and teacher.

 Further studies may be conducted by covering different areas of E-Learning.

lxxiv
 CHAPTER-VI

SUMMARY AND CONCLUSION

6.1 Concept of E-Learning

E-Learning is the composition of two words ‘E’ and ‘learning’. ‘E’ refers to

electronic and ‘Learning’ refers to the relatively permanent changes in behavior through

lxxv
experience. E-Learning is electronic learning, which refers to computer based learning.

E-Learning involves the use of information technology, information and communication

technology, internet, CDs, DVDs, etc. in the teaching learning process. E-Learning

involves a large number of technology applications such as audio and video tape,

television, PDF. The word E-Learning used synonymously with online learning,

computer based learning.

6.2 Rationale of the Study

This is the age of science and technology. Science and technology have been

tough each and every part and path of human being and it has great role in the

development of human being, it may education, economics, social, political, etc.

Somehow, at present technology is playing a great role to bring satisfaction in every field.

In this era E-Learning has been emerged as a new concept, which implies learning by

means of computers, web pages, video conferences, etc. It accommodates multiple

learning activities. The demand of the E-Learning has increased due to COVID-19

pandemic. In the situation of offline mode of teaching is not provided to all the students

and they are bound to attain online classes. Attitude of students towards E-Learning

determines use of E-Learning resources, student’s participation and involvement in the E-

Learning process. E-Learning is using as an alternative solution in teaching learning

process during COVID-19 era.

A retrospective review of related literatures showed that numerous studies have

been conducted on attitudes of students towards E-Learning all over the world. Findings

lxxvi
revealed positive attitudes of respondents towards E-Learning (Dhamija, 2014; Kar et al.,

2014; Rhema & Miliszewska, 2014; Cakir & Solak, 2015; Ogunnowo,2016; Zabadi and

Alawi, 2016; Elnoor et al., 2017; Konwar, 2017; Thakkar & Joshi, 2017; Dookhan, 2018;

Pathak et al., 2019; Periasamy, 2019; Nachimuthu, 2020, Subedi et al., 2020), neutral

attitude of students towards E-Learning (Dhas, 2017; Fouzdar & Behera, 2017; Khan,

2017; Sao et al., 2018), different levels in attitudes of respondents towards E-Learning

(Saroha, 2013; Behera et al., 2016; Gupta & Sharma, 2018; ). A number of studies have

been conducted to study the attitude of students at different levels of education. A

number of research have been conducted on attitude of senior secondary school students

(Basumatary, 2018; Gupta & Sharma, 2018), postgraduate students (Elnoor et al., 2017;

Fouzdar & Behera, 2017) and student-teachers (Behera et al., 2016; Sao et al.,2018;

Periasamy, 2019; Nachimuthu, 2020) towards E-Learning.

From the above analysis the findings reveals that a few number of research have

been conducted to assess the attitude of students towards E-Learning at undergraduate

level, which have great impact during COVID-19 period. A little number of studies has

been conducted in Odisha. Therefore, it is needs of hour to know the attitude of

undergraduate students towards E-Learning. It assumes that E-Learning have been

replaced in absence of physical classroom teaching and students collectively getting

benefit of learning facilities in their suitable situation, place and time. Thus, the present

study has been undertaken by the investigator.

6.3 Statement of the Problem

The investigator decided to conducted a study entitled,

lxxvii
“Attitude of Undergraduate Students towards E-Learning in COVID Era.”

6.4 Operational Definitions of the Variables

E-Learning Attitude- E-Learning attitude is defined as a tendency of positive or

negative feelings of learner’s about participating in E-Learning activities through

computer use.

Undergraduate Students-Undergraduate students refer to boys and girls students

of Bachelor of Arts, Science and Commerce of Gangadhar Meher University, Sambalpur.

Gender- Gender refers to male and female undergraduate students of Gangadhar

Meher University, Sambalpur.

Stream- Stream refers to Arts, Science and Commerce undergraduate students of

Gangadhar Meher University, Sambalpur.

6.5 Objectives of the Study

1. To study the level of attitude of undergraduate students towards E-Learning in COVID

era.

2. To compare the attitude of boys and girls undergraduate students towards E-Learning

in COVID era.

lxxviii
3. To compare mean scores of attitude of Bachelor of Arts, Science, and Commerce

students towards E-learning in COVID era.

6.6 Hypotheses of the Study

1. There is no relation between attitude of undergraduate boys and girls towards e-

learning.

2. There exists no significant difference between the attitude of boys and girls

undergraduate students towards E-Learning in COVID era( Suri & Sarma, 2013; Kar et

al., 2014; Rhema & Miliszewska, 2014; Behera at al., 2016; Dhas, 2017; Fouzdar &

Behera, 2017; Khan, 2017; Konwar, 2017; Thakkar & Joshi, 2017; Pathak et al., 2019;

Periasamy, 2019; Nachimuthu, 2020; Oktem, 2020).

3. There is no significant difference among mean scores of attitude of Bachelor of Arts,

Science and Commerce students towards E-Learning in COVID era( Dhamija, 2014; Kar

et al., 2014; Behera et al., 2016; Dhas, 2017; Basumatary, 2018; Gupta & Sharma, 2018;

Sao et al.,2018).

6.7 Delimitations of the Study

 The scope of the present study is limited to Gangadhar Meher University,

Sambalpur, Odisha only.

 Further the study is delimited to undergraduate students of Arts, Science and

Commerce studying in Gangadhar Meher University Sambalpur, Odisha.

lxxix
  Further the study is delimited to the design of survey method, stratified random

sampling and 180 samples only.

6.8 Method of the Study

In the present study the investigator has used survey method for conducting

research.

6.9 Population

All the undergraduate students of final year studying in Gangadhar Meher

University, Sambalpur have been taken as population of the present study.

6.10 Sample and Sampling Procedure

In the present study, stratified random sampling technique has been used to select

sample from undergraduate students of Gangadhar Meher University. Sample for the

present study consists of 180 Bachelor Arts, Science and Commerce students of

Gangadhar Meher University, Sambalpur.

6.11 Tools Used

lxxx
 Attitude towards E-Learning scale developed by Dimpal Rani (2015) has been

used in the present study. The scale has been standardized on sample of 200 students age

group 14+ studying in senior secondary class of Ludhiana District in the state of Punjab,

India. The scale consists of 65 items out of which 38 items are positive items and 27

items are negative items. The scale is consisted four aspects of E-Learning such as, E-

Learning Interest, Usefulness, and Ease of E-Learning and E-Learning confidence.

6.12 Procedure of Data Collection

The data for the present study is collected personally by the investigator. After

getting permission from the authority the investigator has personally visited Gangadhar

Meher University, Sambalpur, presented the tools before the sample students, convinced

them about the purpose of data collection and requested the to fill up the scale. After

completion of scale, the investigator collected individually.

6.13 Statistical Techniques Used

As per the research problem taken and objectives stated by the investigator,

statistical techniques such as, z-score and simple percentage have been used to analyze

student’s level of E-Learning towards E-Learning in COVID era. ‘t’-test has been used to

analyze difference between two mean scores. ANOVA has been employed to analyze

lxxxi
differences among mean scores of attitude of Arts, Science and Commerce

Undergraduate students towards E-Learning in COVID era.

6.14 Conclusion

The present study concludes that, most of the Undergraduate students had neutral

attitude towards e-learning. Gender did not influence e-learning attitude of students,

whereas stream influenced e-learning attitude of students. Girls had high level of e-

learning attitude in comparison to boys. Undergraduate Science students had low level of

e-learning attitude in COVID era. Undergraduate Commerce students had more favorable

attitude than Undergraduate Arts students and Undergraduate Science students. As the

attitude of undergraduate Science students had low level of e-learning attitude in

comparison to Arts and Commerce undergraduate students, it may be concluded that e-

learning lacks practical knowledge in the part of the students.

lxxxii
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lxxxix
APPENDIX

xc