Course Title/ Code:

BUSINESS RESEARCH

UDA 2001

Title:

EFFECTS OF ONLINE LEARNING TOWARD STUDENT UDA23

FINAL REPORT

Date:

WEEK 9

Lecturer:

MDM. NORSHAHIRAH MOHD NOOR

Name of student:

MATRIC NO NAME

1. UDB220085 NURUL NAJIHAH BINTI AHMAD NAZRI

2. UDB220103 AIN SYAQIRAH BINTI MOHAMAD SHAHRIR

3. UDB220104 AINA MARDHIA BINTI OSMAN

4. UDB220123 NUR ADRIANA SHAZWANI BINTI SALAHUDDIN

5. UDB220163 ALYAA MAISARAH BINTI ABDUL AZIZ

6. UDB220216 PUTRI LISA NATASHA BINTI SATAR

 TABLE OF CONTENT

CHAPTER 1
1.0 Introduction ………………………………………………………………………………………1
1.1 Background of the Study….…………………………………………………………………….2
1.2 Problem Statement ..……….……………………………………………………………………3
1.3 Research Question ………….……..……………………………………………………………4
1.4 Research Objectives………………….………………………………………………………….5
CHAPTER 2 - LITERATURE REVIEW
2.0 Introduction……………………………………………………………………………………….
2.1 Theory/Model……………………………………………………………………………………..
2.2 General Literature………………………………………………………………………………...
2.3 Theoretical Framework…………………………………………………………………………..
2.4 Specific General Literature……………………………………………………………………...
CHAPTER 3 - RESEARCH METHODOLOGY
3.0 Introduction………………………………………………………………………………………..
3.1 Research Method - Primary/Secondary……………………………………………………….
3.2 Data Collection Method………………………………………………………………………….
3.3 Sampling Plan……………………………………………………………………………………
3.4 Analysis Plan……………………………………………………………………………………
CHAPTER 4 - DATA ANALYSIS
4.0 Introduction………………………………………………………………………………………..
4.1 Sample Profile……………………………………………………………………………………..
4.2 Reliability Analysis………………………………………………………………………………….
4.3 Descriptive Analysis………………………………………………………………………………
4.4 Additional Analysis………………………………………………………………………………..
CHAPTER 5 - CONCLUSION
5.0 Findings………………………………………………………………………………………………
5.1 Implications for Managers and Theory……………………………………………………………
5.2 Limitations……………………………………………………………………………………………
5.3 Ethical Considerations……………………………………………………………………………
6.0 References…………………………………………………………………………………………
7.0 Appendices………………………………………………………………………………………...
 ACKNOWLEDGEMENT

Above all, we would like to express our appreciation to Madam. Norshahirah Mohd Noor, our
Business Research(UDA2001) lecturer, who has provided us with insightful feedback on our
work. With her assistance, we have a greater understanding of how to complete this assigned
task. Therefore, we are extremely appreciative of her assistance.

Additionally, we would like to thank our classmates for their contributions to the completion of
this endeavor. Their input, suggestions, and collaboration have been indispensable, and we are
genuinely appreciative of their efforts. In addition, we express our gratitude to our families and
friends for their support and encouragement throughout our studies. Their unwavering love and
support have provided us with a reliable source of fortitude and motivation.

Overall, this has been a truly fulfilling experience, and we are grateful to everyone who has
contributed to the success of this project.
CHAPTER 1

1.0 Introduction

Technology is evolving rapidly, changing the face of education and making online learning more
and more common. The COVID-19 pandemic has accelerated this shift, which has had a major
impact on university students around the world. The digital platform has replaced the traditional
classroom environment to online learning and its significant effect toward students consumes a
negative effect on the educational experience of undergraduates in academic achievement. 93
Smith et al.,(2021). study claims that the transition to online instruction has brought
opportunities as well as obstacles, requiring students to adapt to new learning contexts.

The COVID-19 pandemic has caused significant variations in the Malaysian tutoring structure,
with online learning now dominating as the primary delivery method. Idrus et al., (2021).
Conducted research that highlighted the difficulties students experienced during this transition
and highlighted the need to adapt to distance learning techniques. Institutions have incorporated
various technologies, such as Microsoft, Zoom and Google Classroom, to enable online learning
and maintain consistency in students' academic efforts. According to Tan et al., (2021), these
platforms have helped institutions maintain academic continuity, but they also present difficulties
for certain students in terms of connectivity and engagement.

The purpose of this study is to better understand how online teaching affects UDA23 students in
particular. It aims to assess its impact on several factors, such as overall learning satisfaction,
social interaction, mental health and academic accomplishment. Due to the COVID-19
pandemic, the daily schedule had to be changed significantly, and students now regularly attend
classes online. This modification has consequences for many aspects of society and has
highlighted how important it is to modify instruction to fit new formats. Idrus et al., (2021) have
pointed out that although students face difficulties in adapting to online learning, there are also
opportunities for individualized and flexible learning experiences.

1
1.1 Background of the study

According to Smith (2021) Many countries now use online learning.Online learning platforms are
being utilized by universities worldwide as technology and educational needs evolve (Jones &
Brown, 2020). It will discuss the background, context, and importance of online learning for
university students.

Within the research of Clark (2020), several factors have made online learning popular in many
countries. Rising technology and internet availability have made online education platforms
possible. According to Garcia & Patel, (2021) governments have promoted technology in
education through numerous measures. The COVID-19 pandemic expedited the shift to online
learning as universities had to adjust to maintain education while following health and safety
regulations according to Dan Li (2022).

Online learning for university students is complicated. Country higher education systems include
public and private colleges for a variety of pupils. In the research of Brown & Lee (2021), many
overseas students attend universities, diversifying the student body. Addressing the specific
problems and potential of online learning in this heterogeneous context requires understanding
its peculiarities.

The COVID-19 epidemic caused widespread disruptions to daily life and necessitated global
public health measures. Online learning has become the norm in Malaysia and other nations.
The authorities implemented social separation, mask-wearing, and lockdowns to protect
civilians. While immunisations and virus control have improved, it's still necessary to keep aware
and follow health authorities' advice to protect ourselves and others.
1.2 Problem Statement

With the objective to gain an understanding of how online learning affects UDA23 students,
three important aspects of student participation, academic stress, and internet accessibility will
be explicitly studied.The research aims to examine the effects of online learning on UDA23
students, focusing on these elements. Drawing on studies by Karasmanakis & Tsantopoulos
(2021), and Dhawan (2020) it explores how these factors influence students' academic
performance and well-being.

1. Student Participation
Online learning has transformed student engagement and satisfaction. According to the study of
Martin et al., (2020)The challenges that students experience when learning online, such as the
need for self-discipline, effective time management, and staying focused, are emphasized in
comparison to traditional on-campus courses. Online students must independently manage their
time due to the absence of set class meeting times, which can be particularly demanding when
balancing other commitments like work and family. These challenges can significantly impact
student participation in online learning, as students are required to actively engage with course
materials, complete assignments, and participate in discussions without the structured
face-to-face interactions typical of on-campus courses. Understanding these aspects, especially
among diverse socioeconomic backgrounds, is crucial for enhancing engagement. According to
Sharmini Gopinathan et al., (2022) highlights the importance of student involvement in
successful learning experiences, revealing gaps in understanding student engagement
elements.

2. Academic Stress
According to Doan Thi Hue Dung.,(2022), virtual learning poses challenges such as fear of
online assessment, concentration loss, and difficulties in peer interaction, which can contribute
to academic stress among students. Issues like poor Wi-Fi connection, IT skills, and concerns
about assessment integrity further add to students' stress levels. The lack of social interaction
and feelings of isolation in online environments can also impact students' mental well-being and
academic performance. Addressing students' well-being necessitates an understanding of the
link between academic stress and online learning. According to the study of Kuok King Kuok et
al.,(2021) underscore the negative consequences of online education on the wellbeing of
students, particularly the lack of interpersonal interaction contributing to loneliness and stress.
This study aims to elucidate the factors influencing stress levels in virtual learning environments.

3. Internet Availability
Abdul Hamid & Khalidi (2020), observed the significant impact of internet accessibility on
students' educational experiences. Unequal access to the internet can limit students' utilization
of online resources, affecting their academic engagement and performance. According to the
study by Banerjee, M et al., (2020), underscores significant disparities in technology access,
particularly among traditionally underserved and underrepresented students within the survey
sample. The COVID-19 pandemic and the swift transition to online learning have worsened
existing technological inequities, presenting obstacles for students in accessing online
resources. Furthermore, the research emphasizes the critical need for reliable internet access,
especially for students lacking the means for uninterrupted high-bandwidth services, as this
limitation can hinder their engagement with online educational materials. This research seeks to
explore how internet availability influences students' motivation and participation in online
learning, informing initiatives to promote diversity in virtual education
1.3 Research Questions

1. Is there any relation between the need for student participation and the effect of online
learning towards student UDA23?
2. Is there any relation between the need for academic stress and the effect of online
learning towards student UDA23?
3. Is there any relation between the need for internet accessibility and the effect of online
learning towards student UDA23?

1.4 Research Objectives

1. To determine the relationship between student participation and the effect of online
learning towards student UDA23.
2. To determine the relationship between academic stress and the effect of online learning
towards student UDA23.
3. To determine the relationship between internet accessibility and the effect of online
learning towards student UDA23.
CHAPTER 2
LITERATURE REVIEW

Chapter 1 Introduction

The rise of online teaching, motivated by developments in technology and world occurrences
such as the COVID-19 epidemic, has reshaped education for UDA23 students. This study
investigates how this shift impacts various aspects of students' education, including academic
performance, mental well-being, and social interaction. Amidst Malaysia's transition to online
learning, insights from Idrus et al.,(2021) highlight challenges students face, urging adaptation
to remote education. With platforms like Microsoft and Zoom facilitating online classes, our
research aims to conduct research on the most significant impact of online learning on
university students’ academic performances.

2.0 Introduction

The appearance of online learning platforms has completely changed the face of higher
education by providing students with previously unheard-of flexibility and accessibility in
Malaysia according to Nik Sarina Nik Md Salleh, (2022). However, concerns have been raised
regarding the impact of online learning on university students' academic performance and
mental well-being.

According to Mansour Amini et al., (2024), the widespread adoption of online learning platforms
necessitates a thorough understanding of their effects to ensure fair educational opportunities
for every student. Javeria Munir et al., (2023) emphasize the significance of comprehending
these effects to address the unique challenges students face in online learning environments
compared to traditional settings.
In this literature review, we aim to explore existing research on the effects of online learning on
university students' academic performance and mental well-being. By synthesizing insights from
relevant studies, we seek to justify and inform the methodology of our proposed research,
focusing particularly on the dependent variable of the study.

2.1 Theory/ Model

The Technology Acceptance Model (TAM) (1989)

The Technology Acceptance Model (TAM) is a well-known and extensively utilized theoretical
framework in the field of technology acceptance research. TAM focuses on users' views of
technology's usefulness and ease of use, which are important variables in determining their
desire to embrace and employ a specific technology. In the context of online learning, TAM
offers a systematic approach to analyzing students' acceptance of e-learning systems. By
investigating how students perceive the benefits and usability of online learning tools,
researchers can acquire useful insights into the factors influencing their willingness to engage
with such platforms.

According to The Technology Acceptance Model (TAM) framework research by Lazim, C. S. L.

M, et al., (2022) underscores the importance of addressing challenges during the COVID-19
pandemic, distance learning, particularly focusing on accounting students. The study showed
how students' perceptions of the simplicity and usefulness of technology influence their
decisions to engage with online courses, impacting their interest and involvement. By
incorporating attitude and behavioral intention, the TAM framework reveals how students' views
of online learning environments can impact their stress levels and overall well-being, illustrating
the link between technology adoption and academic stress. Additionally, the study emphasizes
the significant role of perceived ease of use in determining technology acceptance and how
internet accessibility issues affect students' readiness to engage in online learning. Despite the
challenges posed by the pandemic, the study's comprehensive methodology provides valuable
insights into how individuals adapt to online learning, potentially enhancing the acceptance and
utility of technology in higher education settings.
In a separate TAM study by Alfadda (2021), the model is highlighted as a crucial approach for
addressing issues in online language learning. The study explains how perceived usefulness
and ease of use influence students' interest in activities like Zoom meetings, emphasizing the
importance of providing training, support, and demonstrating the benefits of technology
engagement. Furthermore, TAM elucidates how students' acceptance of technology impacts
their well-being, with excessive technology use potentially leading to stress and reduced usage.
Educators can leverage TAM to identify barriers to technology use and develop strategies to
alleviate student stress related to technology in education. Moreover, TAM helps understand
students' motivations to use technology despite internet connectivity challenges, underscoring
the significance of perceived value in overcoming obstacles. By applying TAM concepts,
educators and institutions can gain insights into students' attitudes, intentions, and behaviors
towards technology in language learning, ultimately enhancing student engagement, well-being,
and access to online tools for an improved learning experience.

In conclusion, the Technology Acceptance Model (TAM) serves as a valuable framework for
understanding and addressing challenges in online learning, particularly regarding language
instruction and the COVID-19 epidemic. Studies by Che Siti Lazrina Md Lazim et al., (2021) and
Hind Abdulaziz Alfadda et al., (2021) highlight the critical role of perceived usefulness, ease of
use, attitude, and behavioral intention in influencing students' acceptance and utilization of
technology in educational settings. By considering these factors, students can be enhanced
into aspect engagement, well-being, and access to online learning tools. TAM not only sheds
light on the impact of technology adoption on academic stress but also provides insights into
overcoming barriers such as internet connectivity issues. By leveraging TAM concepts,
educators and institutions can tailor interventions to support students in adapting to online
learning, ultimately fostering a more positive and effective learning experience for all
stakeholders.
2.2 General Literature

27. According to Azleen Ilias et al.,(2020), the Technology Acceptance Model (TAM) is the
theoretical basis for their study. They looked at how TAM affected college students' success,
happiness, and plans to behave when it comes to online learning during the COVID-19
pandemic. The study used a mix of methods, including online chats and tools for data analysis.
It involved 147 students from different universities in Malaysia and collected data through
platforms like WhatsApp, Google Email, and Facebook because of limits caused by the
pandemic. The suggested study, on the other hand, aims to improve the method by using a
more thorough poll strategy that includes both quantitative and qualitative data collection
methods, a bigger sample size, and people from a wider range of universities. Also, follow-up
studies will be done to learn more about how students feel and act about online learning, which
will add to the study results. The study's research and results showed that seven problems were
stopping students from wanting to do online learning during the pandemic. These problems
included testing, limited contact, technology issues, and issues with connecting to the internet.
These findings give an overview of the results and can be used to make comparisons during the
conversation process. Finally, the study shows how important it is to deal with the problems
found in order to make online learning more useful and acceptable for college students during
the pandemic. These conclusions will be very helpful during the discussion stage, where we will
look at the bigger effects of the problems on students' online learning and talk about possible
solutions and strategies that could help. This will help shape future efforts to help students do
well in college.

28.According to the study of the impact of COVID-19 on e-learning among students in higher
education institutions, Shahzad et al.,(2021) focused especially on the group comparison
between male and female students. Under the conceptual framework of the DeLone and
McLean Information Systems Success Model (D&M model), the research sought to clarify the
complex effects of the pandemic on e-learning platforms in Malaysian institutions. DeLone and
McLean created the D&M model in 1992 to use as a framework for evaluating information
systems (IS) for system, information, and service quality. The researchers used this model to try
to figure out how these variables affected student usage of e-learning systems and user
satisfaction during the COVID-19 epidemic, both male and female. Using a quantitative
technique, the research recruited 280 participants from several Malaysian tertiary institutions by
conveniently sampling a survey instrument using WhatsApp groups linked to university staff
members. With questions carefully chosen from Freeze et al.,(2010), the survey instrument was
scored on a 5-point Likert scale and focused on important elements of the success of e-learning
portals. Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis of the data
enabled a detailed investigation of the connections between factors and their influence on the
performance of e-learning portals. To further aid in a thorough comprehension, the researchers
divided the whole model into separate male and female domains for comparison study, hence
illuminating any gender differences in E-learning experiences. The results of the study shed
important light on the complex consequences of the COVID-19 pandemic on e-learning and
emphasized the need of taking user satisfaction, information quality, system quality, and service
quality into account while determining the effectiveness and success of e-learning projects in the
context of higher education.

29. According to Selvanathan et al.,(2020) study, Technology Acceptance Model (TAM) was
used to investigate students' acceptance and use of online learning technologies during the
COVID-19 pandemic, departing from traditional approaches by employing a mixed-methods
design within a sequential exploratory framework. Using Cognitive Load Theory,
Self-Determination Theory, and Social Learning Theory, the study investigated digital distraction
in e-learning and proposed strategies such as using technology tools, fostering intrinsic
motivation, and creating a supportive learning environment to mitigate distractions. The findings
highlighted the significant importance of students' views of online learning quality vs traditional
classes on their preferences, which has implications for improving online learning experiences.
The study's findings on students' acceptance of online tools and distraction-reduction tactics add
to talks about improving online learning, with the TAM proposed as a useful evaluation
framework.

30.According to the study of Mohamadali et al.,(2022) which is Factors influencing students'

digital distraction in e-learning during the Covid-19 pandemic, Cognitive Load Theory was used
to understand how digital distractions affect learning, while Self-Determination Theory
investigated motivation and autonomy, and Social Learning Theory investigated peer influence
on distraction Mohamadali et al.,(2022). The study deviated from convention by employing a
mixed-methods approach in a sequential exploratory design within a tool development
framework. A quantitative step followed the gathering of qualitative data, which confirmed the
elements impacting digital distraction. Distraction management strategies included using
attention-grabbing technologies, encouraging intrinsic motivation through interesting learning
experiences, and creating a good, peer-influenced learning environment. The study's conclusion
highlighted significant results and insights, offering a basis for discussion and interpretation of
the research's ramifications and contributions to the literature Mohamadali et al.,(2022).

31. According to the study conducted by Woan Ching, (2021) the connections between the
quality of e-learning, student satisfaction, and learning outcomes. They used a combination of
quantitative and qualitative methods and found strong links. The quality of the e-learning system
and services was shown to positively impact student satisfaction and learning outcomes, with
student satisfaction acting as a bridge to improved learning results. Enhancements in the
functionality and responsiveness of the e-learning system led to higher student satisfaction and
better academic success. The study emphasized the crucial role of e-learning quality in
influencing student satisfaction and learning outcomes, underscoring the importance of
addressing the unique needs of students for a meaningful e-learning experience. Boosting
e-le­arning tools and teaching methods is vital for kee­ping students happy and delivering be­tter
education results. Ste­ady progress in these are­as helps working nurses gain strong academic
skills and long-te­rm career growth

32. According to Wahab et al.,(2022), emotional intelligence plays a key role in virtual teaching
and learning. It affects how instructors and students interact, collaborate, and perform in digital
education. By understanding the emotional intelligence of both parties, we can enhance the
quality of online learning experiences. This theory examines the impact of emotional intelligence
on various aspects of digital education to improve the overall experience for everyone involved.
The study uses a mix of quantitative and qualitative methods to explore the link between
teachers' emotional intelligence and student performance. A larger sample size and different
sampling techniques will help make the findings more generalizable. Advanced statistical
analysis and data visualization using SPSS will be done. The study will also consider other
factors like technology use, student engagement, and course design to paint a comprehensive
picture of how emotional intelligence impacts online learning. The goal is to provide a nuanced
understanding of this relationship. The study has found a strong link between students' views on
their instructor's emotional abilities and their performance in online classes. This suggests that
the instructor's emotional skills, especially their self-control, play a crucial role in determining
student outcomes. The results highlight the importance of instructors possessing emotional
intelligence to positively impact student success in online learning environments in the research
of Wahab et al.,(2022). The research findings highlight the crucial role of instructors' emotional
intelligence, particularly their ability to manage emotions effectively, in influencing student
performance. This emphasizes the significance of emotional intelligence in education and its
profound impact on student success in online learning environments. These insights offer
valuable perspectives on the importance of emotional intelligence in enhancing student
outcomes (Wahab et al., 2022).

32. According to Muhammad Safuan Abdul Latip et al.,(2020). The descent method from earlier
models of technology acceptance, the UTAUT model is extensively applied to assess the
effectiveness of new technology applications and individual views of technology in the
classroom. A further fundamental model that examines users' views and attitudes towards
technology is the Technology Acceptance Model (TAM). It highlights aspects of perceived ease
of use and usefulness in figuring out how accepted technology is. Using a correlational research
approach, the study looked into the connections between variables without changing them. The
causal linkages among the variables were examined using the software Analysis of Moment
Structure (AMOS) and Statistical Package for the Social (SPSS). Targeted at active
undergraduate and postgraduate students, the study was carried out in Malaysian universities.
To guarantee wide accessibility and generalizability, the data collecting procedure used an
online self-report questionnaire. Convenience sampling was used, and the study population
served as the guide for determining the minimal sample size needed. Performance expectations
and students' acceptance of e-learning were found to have a strong positive correlation in the
study. Students are more willing to embrace and use e-learning systems when they believe it
will help them achieve better academically and learn more effectively to influence society. One
important aspect determining students' acceptance of e-learning was shown to be social impact.
The study made clear how, in a collectivist society like Malaysia, cultural norms and peer
pressure affect students' views towards e-learning. The study on the acceptance of e-learning
by students and the importance of performance expectations eventually concludes. Students
are more inclined to use online learning platforms when they believe that e-learning is a useful
instrument for improving their academic performance and abilities.

33. According to the study of Annamalai, N., & Ramayah, T. , (2021) in Investigating the use of
Learning Management System (LMS) for distance education in Malaysia: Mixed Approach, the
basis of theoretical framework for this study is Technology Acceptance Model (TAM) that used to
analyze the relationships between these factors and how they impact students' acceptance and
utilization of LMS in the context of distance education in Malaysia . This study investigates how
Malaysian distance learners benefit from online instruction, specifically when Learning
Management Systems (LMS) are used. The study highlights how crucial it is to comprehend the
variables that affect how students really utilize learning management systems (LMS) in order to
improve their online learning environment and enable future LMS growth. The aforementioned
underscores the importance of examining students' acceptance and readiness, given the
apparent deficiency in learner control and communication while utilizing LMS for remote learning
in Malaysia. Additionally, the study highlights the technological, internet-related, device-related,
and skill-related constraints that have affected students' use of LMS for distance learning. There
has been a shift in the preferred modes of online learning tools as students have chosen mobile
learning tactics like Google Classroom and WhatsApp over traditional LMS platforms. Given that
LMS is the main tool for facilitating teaching and learning activities, it is imperative that distance
educators have a thorough understanding of these variables. The research also was conducted
to select individuals with certain traits or experiences that are pertinent to the research project is
known as purposeful sampling. In this instance, a total of 15 respondents were specifically
chosen by the researchers to participate in the interviews that were done as part of the
qualitative data collection procedure. The researchers employed deliberate sampling to get
comprehensive views and insights from Malaysian distance education students who were
actively utilizing LMS for their online learning experiences. With the help of this sampling
technique, the researchers were able to concentrate on finding participants who might offer
insightful feedback on the study's goals and advance our understanding of how LMSs are used
in distant learning. According to the analysis and findings of the study on the usage of learning
management systems (LMS) for distance learning in Malaysia, students had a favorable opinion
of LMSs in terms of their usability and convenience of use, and their opinions were influenced
by things like perceived resources. It was discovered that students' participation in learning
activities affected the actual LMS usage, underscoring the significance of interactive material.
However , the absence of interactive activities and meaningful content was one of the
challenges noted, and instructors were advised to provide creative and current resources and
improve communication in online learning groups. The study fills in gaps in existing models on
social presence and personality variables in the online learning environment, and it advances
our knowledge of distance education by underlining the significance of interactive and
accessible learning activities supported by LMS. The article's conclusion highlights the value of
interactive and accessible learning activities while underlining the significance of perceived ease
of use and resources in influencing students' attitudes towards Learning Management Systems
(LMS) for distant education in Malaysia. The report recognises issues including a dearth of
interactive content and provides guidance to educators on how to create creative resources and
improve interaction within virtual learning communities. The research improves student
engagement and effectiveness in online learning settings by addressing these characteristics
and gaps in existing models, opening new avenues for future study in the field of online
education.

34. Regarding to the study conducted by Asanka Gunasinghe et al.,(2019) in Academicians

Acceptance of Online Learning Environments: A Review of Information System Theories and
Models, the research about the effects of online learning technology on academicians
acceptance in postsecondary educational institutions is examined in this essay. In order to
address any user wants and concerns during the development phase of online learning
systems, it emphasizes how crucial it is to identify the elements impacting system utilization.
The paper attempts to provide insights into the intricacies of technology acceptance behavior
among academics by evaluating a number of information system acceptance theories and
models, including the Theory of Planned Behaviour, Ajzen, I. ,(1991) and the Technology
Acceptance Model by Davis, F. D.(1989) . The study places a strong emphasis on the use of
empirical data in demonstrating how theoretical frameworks might improve user experiences
and decision-making in online learning settings. The article's overall message emphasizes how
important it is for technological acceptance to have an impact on how well and widely online
learning resources are used in educational settings. The theory model that will be used in this
study is Unified Theory of Acceptance and Use of Technology (UTAUT) and the Theory of
Planned Behavior (TPB) by Raman et al.,(2019) that are related to technology acceptance and
adoption, especially in educational settings. UTAUT and TPB provide a comprehensive
framework to understand the factors influencing individuals' acceptance and use of technology,
making them suitable for analyzing lecturer's innovativeness and its impact on Virtual Learning
Environment (VLE) adoption in higher education institutes. Moreover , the article's methodology
is based on quantitative research, and it collects and analyzes data using surveys and statistical
analysis. To gather data on innovativeness, VLE uptake, and related characteristics, the study
most likely surveyed instructors and students at higher education institutions. The suggested
hypotheses may have been tested and the correlations between the variables examined using
statistical methods like structural equation modeling . Besides, the impact of lecturers'
inventiveness on the uptake of virtual learning environments (VLE) in higher education was the
focus of the study. The link between lecturer innovativeness and VLE adoption was shown to be
favorable. Important elements influencing this association included standards for social
influence, performance, effort, and facilitating factors. The investigation made clear how crucial
it is for lecturers to be imaginative to effectively integrate VLEs and improve learning outcomes
in higher education. The article's findings and conclusions, in summary, emphasize the vital role
that creative instructors play in encouraging the use of Virtual Learning Environments (VLE) in
higher education settings. The study demonstrates that features including performance
expectancy, effort expectancy, social influence, and conducive surroundings have a significant
impact on the relationship between lecturers' innovativeness and VLE uptake. In general, the
study emphasizes how crucial it is to use cutting-edge teaching strategies and tools, such as
virtual learning environments, to improve student outcomes.

35. According to Enba J. Thandeveraj et al.,(2021) from Universiti Kebangsaan Malaysia

leveraged insights from the Technology Adoption Theory, as discussed by Sutarto & Irawan
(2020), to examine the challenges students face in adopting online learning technologies. This
theory focuses on how the pressure of online tasks, limited familiarity with digital tools, and the
need for instant comprehension impact students' stress levels and academic performance in the
online learning environment. The researchers most likely conducted a comprehensive search of
academic databases, journals, and relevant sources to identify studies focusing on the
psychological impact of online learning on students during the Covid-19 pandemic in Malaysia.
They would have established specific criteria for selecting relevant studies, such as publication
date, relevance to the topic, and alignment with the Malaysian context. The study likely
highlighted the psychological impact experienced by students during the pandemic, including
symptoms of depression and anxiety, as well as the challenges faced in adapting to online
learning, such as limited access to internet connectivity and gadgets, which can have
implications for academic achievement and contribute to feelings of isolation.
Recommendations for government intervention to support students with low access to online
resources and enhance engagement in virtual learning environments were likely emphasized,
underscoring the importance of addressing the psychological impact of online learning on
students during the pandemic to ensure their well-being and academic success.

36. A study conducted by Deepika Nambiar (2020) and published in the International Journal of
Indian Psychology, Volume 8, Issue 2, explains the challenges and weaknesses experienced by
teachers and students during online learning in the midst of the COVID-19 pandemic. Using a
mixed methods approach, the research investigates the effects of online education on
individuals in colleges and universities in the city of Bangalore. Rather than focusing on the
negative aspects, this study highlights the barriers faced, including issues related to
user-unfriendly interfaces, ambiguous instructions and insufficient technical support, which
significantly hinder the online learning experience. Based on the Technology Acceptance Model
(TAM) theory, this study emphasizes the struggle faced by both teachers and students due to
perceived difficulties in using online learning tools and platforms. Despite efforts to adapt to the
online modality, teachers face major challenges in transitioning from traditional classroom
settings to virtual, slow internet environments. In addition, students expressed various levels of
dissatisfaction with online classes, indicating a lack of engagement and effectiveness in the
learning process. These findings emphasize the urgent need for tailored assistance and
comprehensive training to reduce barriers associated with online instruction and optimize its
effectiveness. By addressing these challenges, educators and institutions can work toward
improving the overall online learning experience for both teachers and students.
2.3 Theoretical framework
2.4 Specific General Literature

37. According to the study conducted by Gurcharan Singh Bishen Sign et al.,(2020), the
Technology Acceptance Model (TAM) is part of the conceptual framework of the research on
online learning participation in an asynchronous environment. Through the integration of the
TAM, the research seeks to investigate the elements affecting students' acceptance and use of
technology in online learning settings, offering insights into how technology acceptance affects
student engagement and learning results. This method has important ramifications for improving
student experiences and maximizing online learning settings. Regarding research implications,
the conceptual framework of the study can point up possible gaps in the body of knowledge on
asynchronous learning, online interaction, and student engagement, which will encourage more
research into important factors including learner-instructor, learner-content, and learner-learner
interaction. The study also emphasizes how much more study is needed to understand the
elements affecting student engagement and learning results as well as the adoption of
technology in online learning settings. Practical implications by highlighting learner-instructor,
learner-content, and learner-learner interactions to increase student interest and involvement,
practitioners in online education may use the research results to improve online interaction
tactics. Furthermore, knowing the elements affecting the acceptance of technology can direct
practitioners in creating user-friendly online platforms and offering precise instructions to support
student learning, fostering a positive online learning environment that encourages efficient
communication and interaction between students, teachers, and course material. By identifying
key factors influencing technology acceptance and online interaction dynamics, the research
offers valuable insights for both research and practice in the field of online education.

38. According to Transitioning to Online Learning during COVID-19 Pandemic: Case Study of a
Pre-University Centre in Malaysia by Ahmad Alif Kamal et al., (2020). The theory of diffusion of
innovations. The Diffusion of innovations Theory examines the dissemination of novel ideas or
inventions throughout a community. This theory may have been utilized in the study to
comprehend the adoption of online learning practices by educational institutions and the
influence of this innovation on teaching and learning processes. Improving the Design of Online
Learning. By prioritizing efficient instructional design tactics, schools can guarantee a seamless
transition t
o online learning and offer students the essential assistance they need to excel in their studies.
Ultimately, the process involves Continuous Evaluation and Improvement. Consistently evaluate
the efficacy of online learning methods and solicit input from both students and instructors to
pinpoint areas that need enhancement. Utilize data-driven analysis to fine-tune online learning
tactics, improve teaching techniques, and maximize the entire online learning experience.

39. According to the study by Than Devaraj et al.,(2021) research explores the dynamics of
student involvement in online learning settings during the Covid-19 pandemic, with a focus on
Self-Determination Theory and self-efficacy. Their research emphasizes the value of intrinsic
drive, autonomy, and belief in one's own talents in developing students' adaptation to the virtual
classroom Than Devaraj et al.,(2021). In addition, the study focused on student participants who
made the shift from traditional classroom learning to online platforms, particularly those who
encountered barriers to education owing to the digital divide. Looking ahead, the possibilities for
further research are numerous. Efforts must be stepped up to close the digital gap, ensuring fair
access to technology and internet connectivity for all students, particularly those who encounter
challenges to online learning. Furthermore, there is an urgent need to focus students' mental
well-being in virtual learning settings, recognizing the potential psychological impacts identified
in the study. Furthermore, educators and policymakers are encouraged to look into novel
techniques to improve student engagement in virtual classrooms, applying insights from
self-determination theory and objective theory to create more inclusive and effective online
learning experience

40. Based on an article conducted by Lee Bih Ni et al., (2021) published by Malaysian Journal
of Social Sciences and Humanities (MJSSH), Volume 6,Issue 4, which is “Smart Learning
Improves Student Participation” . The article addresses how, especially in light of the Covid-19
pandemic, smart learning might improve student involvement. It draws attention to the difficulties
that students encounter while switching to an online learning environment and stresses the
value of parental involvement and efficient teaching strategies in sustaining student interest. In
spite of the disruptions brought on by the pandemic, the study emphasizes the necessity for
creative methods to online education in order to guarantee that students stay actively engaged
in the learning process. Theory that is used in this research is constructivist learning theory. The
focus of this theory is on the mental and active participation of students in the learning process.
It emphasizes how, as opposed to passively absorbing knowledge, students actively develop
their knowledge via interactions and experiences. To improve student learning and
comprehension, the constructivist approach incorporates sophisticated tasks like
problem-solving, reflection, questioning, and idea analysis. For the implications for future
research , It is suggested that in order to improve student engagement and involvement in
online learning, future research on student participation in this area should investigate and
assess the efficacy of various online learning models, including the 5E model. The five phases
of the 5E model are Engage, Explore, Explain, Elaborate, and Evaluate are highlighted in the
constructivist-based 5E model of instruction. Its goal is to lead students through interactive
learning experiences in which they build new information from what they already know. To
improve student engagement and comprehension, the approach can be used in a variety of
contexts, including online platforms, and is appropriate for students of all ages. Future studies
may also look into how technology integration such as interactive platforms and multimedia
applications affects online learning results and student motivation. It could be beneficial to
conduct additional study to better understand how to design online learning environments that
encourage active student participation and knowledge creation. Based on this study , the
implication for practice that can be used as research is using smart learning tools , so that
lecturers can improve student participation and engagement in online learning by implementing
smart learning tools and technology. Through the use of educational apps and platforms such as
Zoom and Teams, educators can craft engaging and dynamic learning opportunities for their
students and the other implication is changing teaching methods. In order to meet the needs of
the online learning environment, teachers must modify their methods of instruction. As the
constructivist learning theory highlights, placing an emphasis on student actions and
involvement can help students understand concepts more deeply and engage in active learning.

41. According to the study of Mohd Tahir et al., (2022) , published in the International Journal of
Education, Islamic Studies and Social Sciences Research (IJEISR) Vol. 7, No. 2 which is The
Use of Quizziz to Attract Students Participation in an Online Classroom are about emphasizing
using Quizizz to increase student engagement in virtual learning environments. The study looks
into how using Quizizz might improve student involvement and engagement in online learning
environments. It investigates how Quizizz affects students' motivation, curiosity, and general
engagement with online learning activities. By using Quizizz as a remedy, the study seeks to
solve the widespread problem of low student involvement in online learning. The theoretical
framework that is used in this study is gamification theory . Gamification is the process of
incorporating features and ideas of game design into non-gaming environments, such as
education, in order to encourage and engage people. Gamification theory might have been
applied to Quizizz in online classrooms to increase student engagement by making learning
more engaging, rewarding, and interactive. For the implications for future that provided is
concentrate on examining the efficacy of various gamified platforms, evaluating the long-term
effects of gamified tools on student learning outcomes, getting first hand student input on their
experiences using these platforms, resolving technical obstacles to participation, and offering
support and training to teachers so they can successfully implement gamification strategies.
Besides , for the implication for practice it’s about professional development for educators that it
is crucial to give educators the skills and training they need to successfully incorporate gamified
resources into their online teaching methods. Learning best practices for using Quizizz and
other platforms to maximize student participation and learning results can be beneficial for
educators and the other one is enhancing collaborative learning which is gamified platforms that
promote collaborative activities that can help students communicate with one another and
operate as a team. Through the integration of group challenges and debates in educational
platforms such as Quizizz, lecturers can foster cooperative learning environments that augment
student involvement.

42. According to The Influence of Social Presence on Students’ Satisfaction toward Online
Course, M. Khalid M. Nasir, (2020). The Influence of Social Presence on Students’ Satisfaction
toward Online Course" is based on the Community of Inquiry (CoI) framework. The CoI
framework, formulated by Garrison, Anderson, and Archer, comprises three primary
components: teaching presence, cognitive presence, and social presence. This study examines
social presence, which pertains to the capacity of individuals in an online learning setting to
express their unique identities and foster a sense of community through interaction and
communication. Having a strong social presence is essential for improving engagement,
satisfaction, and learning outcomes in online courses. Next, we will be examining several
contexts. Further studies might explore the impact of social presence on student happiness in
diverse online learning settings, including varied course types, institutions, and student
demographics. Examining the influence of social presence on satisfaction in many contexts and
over extended periods of time might enhance our comprehension. Performing longitudinal
research to investigate the enduring impact of social presence on student satisfaction can yield
a more profound comprehension of the correlation over an extended period. Monitoring
students' experiences and perspectives throughout their online learning journey might provide
significant insights. Finally, Instructor Training. Enhancing the entire learning experience for
students can be achieved by offering training and support to online teachers on effectively
promoting social presence. Instructors should possess tactics for establishing a positive
relationship, guiding conversations, and cultivating a feeling of togetherness in the online
environment.

43. According to a study on online professional learning groups conducted by Hillman et al.,
(2021). They concentrate especially on how management influences interpersonal interactions
and connections. Their theories are predicated on the notion that, in these online forums,
management can both assist individuals learn and keep them in line. Many instruments and
techniques are employed in moderation as social control to keep the discussion space steady.
This is accomplished by use of frame stabilizing, direct, and secondary monitoring technologies.
These instruments make sure that group standards and conventions are observed and manage
the tone and direction of discussions, therefore keeping them on course. Conversely, creating
an environment where individuals may collaborate and learn is the essence of moderation as
guiding. Maintaining community norms, leading discussions, and enabling knowledge sharing
are all greatly aided by moderators. Together with encouraging active participation, they also
encourage critical thinking and assistance in navigating challenging subjects. One crucial lesson
the research imparted to us was the need of striking a healthy balance between concerns about
moderation and group engagement and involvement. Moderators must walk a tightrope to
ensure that everyone feels comfortable and encouraged in the learning environment while also
adhering to the regulations. Maintaining the usefulness and activity of online professional
learning groups over time depends critically on this balance. The research identifies significant
elements associated with moderation practices using as guidelines the theories of Matzat
(2009) and Hsieh & Tsai (2012). Among these include ensuring that threaded discussions
continue, promoting arguments, and offering supportive remarks. By fusing these many
theoretical perspectives, the research aims to get a deeper understanding of how managers
influence people's behavior and connections in online professional learning groups. The study's
primary goal is to demonstrate how, in online professional learning environments, control, user
engagement, and group interactions interact. Through illustrating how management may be a
tool for both social control and learning, the research provides crucial information on what
makes virtual learning groups function and endure in the digital era.

44. According to Husna et al.,(2021). They have used The Technology Acceptance Model (TAM)
to help us understand how students feel about online learning. It's important to explore how
students' past experiences with online classes affect their current views, Husna et al.,(2021).
Comparing opinions based on factors like income, location, and tech skills is valuable. Many
students prefer hybrid learning, which combines live sessions and pre-recorded lessons. This
approach warrants further study to see how effective it is at boosting engagement and learning
outcomes. Institutions should consider adopting hybrid models to cater to student preferences
and enhance online education. More research is needed to assess the impact of hybrid
approaches on student performance in online settings Husna et al.,(2021).

45. The Community of Inquiry (CoI) Framework highlights the importance of teaching presence,
social presence, and cognitive presence in online learning environments Dharshinii et al.,
(2021). Long-term studies are recommended to provide deeper insights into the lasting impacts
of online learning on Science Programme students' views and academic performance. By
following students over an extended period, researchers can uncover trends and changes that
may not be immediately evident, offering a comprehensive understanding of the sustainability of
online education and its effects on student outcomes Dharshinii et al., (2021).Furthermore,
integrating innovative technologies and online tools can enhance engagement and interactivity
in learning environments for Science Programme students. While gaps in understanding the
effectiveness of specific technologies may exist, the potential for improved learning experiences
through thoughtful technology integration is promising. Educators can use these tools to create
engaging and interactive educational environments that cater to the changing needs and
interests of modern learners.

46. According to Jasmine et al., (2019) from Wawasan Open University in Malaysia, published
in the Asian Journal of Distance Education in 2019, delves into the impact of student
engagement on achievement in a blended learning environment. The authors advocate for the
Theory of the Inquiry Community, which aims to create a deep and meaningful collaborative
learning experience by developing social, cognitive, and teaching presence. This framework
emphasizes integrating human presence (face-to-face interaction) with online presence
(discussion forums) to enhance the educational experience. The study suggests further
investigation into specific engagement strategies that could significantly impact student
achievement, such as personalized feedback, interactive online activities, and peer
collaboration. Additionally, the authors recommend the integration of technology to facilitate
student engagement and interaction in online learning environments. By leveraging learning
management systems, communication tools like WhatsApp groups, and other digital platforms,
practitioners can create opportunities for collaborative learning, real-time feedback, and active
participation, ultimately enhancing the overall learning experience.
47. According to published study based on counseling students' opinions of online learning at
COVID-19 in Malaysia by Nazilah et al., (2021) state the planned behavior theory is used in a
study of counseling students' perspectives of online learning at COVID-19 in Malaysia to
understand student participants' attitudes about online learning. This theory aids in
understanding how students' attitudes influence their intentions and actual behavior when using
online learning platforms throughout the pandemic. By investigating students' opinions and
attitudes toward online learning, the project hopes to provide insights into increasing the quality
of online education and improving students' overall learning experience.The framework of
planned behavior served as the study's theoretical foundation., which explains how attitudes
influence behavior. This theory posits that individuals' decisions to engage in a certain behavior
result from a rational process where they consider their options and evaluate the consequences.
Intentions, influenced by attitudes, subjective norms, and perceived behavior control, drive
actual behavior. Attitudes towards behavior, subjective norms, and perceived behavior control
are key components in determining students' behavioral intentions towards online learning.
Future research implications of the study on counseling students' perceptions of online learning
during COVID-19 in Malaysia include looking into the long-term effects of online learning on
academic performance and mental well-being, as well as exploring strategies to increase
student engagement in virtual learning environments. Future study can help optimize the online
learning experience and improve overall learning results in the field of counseling by
investigating the long-term influence of online education on counseling students and discovering
effective techniques to promote active engagement.

48. In the research by Nurul Elyani Mohamed et al., (2021) "The prevalence risk of anxiety and
its associated factors among university students in Malaysia: a national cross-sectional study,"
Nurul Elyani Mohamad et al., (2021) sought to ascertain the prevalence of anxiety among
Malaysian university students and to pinpoint possible anxiety predictors within this population.
Using the theoretical foundation of Lazarus and Folkman's Transactional Model of Stress and
Coping (1984), the study found that academic stressors including homework, tests, and
workloads were important anxiety triggers for university students. Students' views of the
demands of their studies and their coping mechanisms were among the cognitive evaluations of
these stressors that affected their levels of stress. Students' anxiety levels were shown to be
significantly reduced and their general well-being was promoted by coping strategies, both
problem-focused (e.g., time management, study skills) and emotion-focused (e.g., seeking
social support, relaxation techniques). The way that stresses, cognitive evaluation, and coping
strategies interacted influenced results including anxiety levels, academic success, and general
well-being. By using this theoretical framework, researchers were able to comprehend how
students saw and responded to academic demands, thereby developing interventions meant to
support their well-being. Though the Transactional Model provides a useful framework, further
empirical study is required to determine whether it is applicable in certain situations and how
well coping mechanisms function to lower student anxiety. The research-practice gap can be
closed by practitioners using customized strategies that are in line with students' cognitive
evaluations and coping strategies to successfully support student mental health. Successful
application of theoretical frameworks in real settings requires cooperation between academics
and practitioners.

49. According to the research, the investigation examines the impact of students' perception of
e-learning and the COVID-19 pandemic on their mental health state in Malaysian universities of
Foong Ming Moy & Yit Han Ng,(2021). The Technology Acceptance Model (TAM) is recognized
as a theoretical framework that aids in comprehending the difficulties encountered by teachers
when implementing 21st-century education. The Technology Acceptance Model (TAM) helps to
understand the aspects that contribute to the attractiveness of technology, with a particular
focus on the important role of internet accessibility in determining how teachers use technology
in the classroom. Additionally, the document references the TIPEC (Technology, Individual,
Pedagogical, and Enabling Conditions) framework by Ali, Uppal & Gulliver,(2021). This
framework is crucial for comprehending the acceptability of technology and guaranteeing the
efficacy of education that relies on technology. The focus is on crucial factors that affect internet
accessibility in schools, such as internet speed, loading disruptions, infrastructure maintenance,
and technical assistance for teachers. Focusing on improving comprehension of internet
accessibility. Subsequent research can prioritize the examination of particular facets of internet
accessibility stressed in the TIPEC framework, such internet velocity, disruptions during loading,
infrastructure upkeep, and technical assistance. Research could investigate the correlation
between advancements in these domains and enhanced technology integration and pedagogy
in educational environments. Future studies could perform comparative studies across other
educational contexts to examine the influence of changes in internet accessibility on the
acceptability and application of technology. An analysis of schools with robust internet
infrastructure compared to those with restricted access can yield significant insights for
policymakers and educators. The collective endeavors. It is imperative for schools, instructors,
and educational stakeholders to work together in order to tackle the difficulties associated with
internet accessibility and the integration of technology. Through collaboration, they can discern
particular requirements, execute focused remedies, and establish a nurturing environment that
fosters the effective integration of technology-driven teaching methods in educational settings.

50. According to Exploring the Impact of Transformation to Fully Online Learning During
COVID-19 on Malaysian University Students’ Academic Life and Performance, Nabil Hasan et
al.,(2021). This article discusses the first hypothesis, which is the Self-Determination
hypothesis.This theory examines the factors of internal and external motivation in educational
settings. The first topic, which is of potential relevance, pertains to the comprehension of
students' motivation and participation within online learning settings. The second topic is
Cognitive Load Theory. This hypothesis explores the impact of cognitive load on learners'
learning results. It has the potential to be beneficial in comprehending the difficulties students
encounter due to excessive information in online learning. The support systems, conducting
research on the creation and execution of support systems for students and instructors in online
learning settings is of utmost importance. Analyzing approaches to tackle mental health issues,
enhance student involvement, and deliver efficient training for educators can contribute to a
more nurturing online learning environment. Lastly, institutions must build comprehensive
support services to effectively address the psychological and emotional well-being of students
as they move to online learning. Providing counseling services, mental health resources, and
academic assistance can assist students in managing stress, anxiety, and other difficulties
related to remote education.

51. According to the study conducted by Lemana, J.,(2022), Online learning environment and
mental health among university students . It focuses attention on a number of elements of the
virtual learning environment that may have an impact on students' mental health, including
social support, financial concerns, and contact with instructors and other students. The study
highlights how critical it is to address these issues in order to support students' good mental
health outcomes. The article also makes recommendations for future research, such as
analyzing coping strategies and resilience, looking into social support obtained during online
courses, assessing the efficacy of intervention plans, and analyzing demographics linked to
mental health in online learning environments. This article used Anderson's Online Learning
Model as a theoretical structure for understanding how online learning works environments and
the ways in which interactions among students, instructors, and content support the learning
process. The authors utilize this theory to elucidate the workings of online education and
emphasize the importance of diverse forms of interaction in promoting successful learning
outcomes for learners. The implications for future research is evaluating the efficacy of
school-provided intervention strategies to promote students' mental health in virtual learning
settings. Investigating possible discrepancies and areas for focused support by looking at
student demographics, such as gender and academic standing, in connection to the online
learning environment and mental health outcomes during and after pandemic periods and for
the implication for practice is about improving the social support networks in online learning
environments to give students access to the tools and contacts they need to support their
mental health also is creating and assessing intervention programmes specifically designed to
meet the requirements of students with mental health issues in online learning environments .

52. According to research by Al-Kumaim et al.,(2021), with useful research which is first-year
students' personal reflections at a Malaysian university, "No Campus Life for Us" . In order to
better comprehend the thoughts, difficulties, and emotions of 45 students regarding online
learning, the study gathered written reflection papers from them. Analysis of the data provided
insights into students' perceptions of online learning, challenges they encountered, and
emotional reactions to this novel learning environment. In addition to learning valuable lessons
about independence, time management, and environmental awareness, students who did not
have face-to-face interaction faced anxiety and demotivation. The report clarifies the challenges
and adjustments first-year college students had to make during the pandemic. and emphasizes
the effect of online learning on students' academic and emotional well-being. The theory that is
used in this study is narrative analysis theory .This method aids in comprehending how
researchers create narratives and stories based on their individual experiences. Narrative
analysis is used to examine the information gathered from the students' reflection papers in
order to highlight the complexity of the human experience and show how people interpret their
life in different circumstances. The implication for future research that is provided is mental
health monitoring. This research could look into how well online learning environments' mental
health monitoring tools detect and assist students who are struggling with stress, anxiety, and
other mental health issues . The other implication is about virtual peer support: Studies may
look into how online mentorship or peer support groups affect students' mental and emotional
health while they are learning. Lastly , the implication for practice that has been searched was
improving the social support networks in online learning environments to give students access
to the tools and contacts they need to support their mental health and creating and assessing
intervention programmes specifically designed to meet the requirements of students with mental
health issues in online learning environments .

53. The study by Xinghua Wang et al.,(2021) provides valuable insights into the relationship
between university students' psychological well-being and their digital competence, particularly
in the context of the pandemic. By utilizing Self-Determination Theory (SDT) as a framework,
the authors examine how factors such as learning agency, help-seeking behaviors, and digital
skills interact to influence students' experiences and outcomes in online learning environments.
One key contribution of the study is the emphasis on the importance of digital skills in
supporting students' academic success and mental health during challenging times. The
findings underscore the significance of digital competence in helping students navigate online
learning effectively and maintain their well-being while engaging in remote education.
Furthermore, the study highlights the need for longitudinal research to establish direct links
between students' academic performance, mental health, and digital competence. Conducting
longer-term studies can provide more robust evidence on the lasting effects of digital literacy on
students' learning outcomes and well-being, thereby informing the development of effective
support systems and interventions. In practice, the study suggests the implementation of
focused plans and strategies to enhance students' digital competence and promote their
well-being in online learning environments. Educational institutions, especially universities, can
play a crucial role in supporting students from underrepresented groups by providing
opportunities for skill development, self-directed learning, and active participation in online
classes. By addressing the diverse digital literacy needs of students and creating a supportive
learning environment, universities can help students overcome the challenges of online learning
and maintain their mental health effectively.

55. Based on the study research Salami et al.,(2021). They used Cognitive Behavioral Theory to
highlight the close connection between our thoughts, actions, and feelings. It emphasizes the
importance of cognitive skills, problem-solving abilities, and academic outcomes in
understanding how stress and depression can impact students' academic performance.
Recognizing these connections is crucial for providing effective support to students facing these
challenges. Future research should explore the long-term effects of online learning on students'
mental health and academic success to gain a deeper understanding of the persistent
challenges in virtual classrooms. Here is the rewritten text:Researchers can gain valuable
insights by exploring how online education affects student well-being and performance. This can
help identify evolving needs and the support systems necessary to enhance the overall
educational experience in digital learning environments. Examining the effects of social
connections, peer interactions, and mentoring programs on students' well-being and academic
achievement during online learning can also offer insights to strengthen support systems in
virtual education settings. Educational institutions play a vital role in supporting students' mental
health by providing counseling, resources, and online support groups. This can help students
manage academic stress and depression, promoting long-term mental wellness and resilience
Salami et al.,(2021). However, Educators play an important role in creating a supportive learning
environment. They can do this by incorporating stress management techniques, exercises to
build self-confidence, and mindfulness practices into their online teaching methods. This
empowers students to develop coping skills and strategies for emotional regulation. This helps
them navigate academic challenges and foster a sense of self-belief and confidence in their
academic success Salami et al., (2021).

56. The study of Kenny et al.,(2023). Examined how perceived academic stress and depression
influence the self-confidence of university students, using Cognitive Behavioral Theory. This
theory highlights the crucial role of cognitive processes in shaping behavior and emotional
responses to stressful situations. Understanding the long-term effects of online learning on
students' mental health and academic performance is essential to comprehend the lasting
impacts of the transition to online education Kenny et al.,(2023). Through longitudinal studies,
researchers can track changes in students' stress levels, depression symptoms, and
self-confidence over an extended period, providing a comprehensive analysis of how online
learning experiences affect students' well-being and academic outcomes. This knowledge can
aid in developing targeted interventions and support systems to address challenges and
enhance students' overall well-being.Investigating how cultural factors impact students' views on
academic stress, depression, and self-confidence in online classes is crucial for creating more
inclusive and tailored support. The norms, values, and beliefs of different societies greatly
influence how students experience and react to academic stressors and mental health
challenges in online settings found in the studies of Kenny et al.,(2023) . By exploring these
cultural influences, researchers can better understand the unique difficulties faced by students
from diverse backgrounds and develop culturally aware approaches to support their well-being
and academic achievement.
57. The ­implementation of mental health awareness campaigns and resources is crucial to
address the psychological well-being of university students, especially in the context of online
education. By proactively raising awareness about mental health issues, universities can help
reduce stigma, increase knowledge about available support services, and promote an open and
supportive culture. These campaigns can include educational workshops, online resources,
peer support programs, and mental health screenings to empower students to prioritize their
well-being and seek help when needed according to Kenny et al.,(2023). By integrating mental
health awareness initiatives into online education, universities can create a supportive
environment that values and prioritizes students' mental health.Moreover, collaborative efforts
between educators, counselors, and mental health experts are crucial for creating a
comprehensive and inclusive learning environment that nurtures students' mental well-being
and academic success. By working together, these key stakeholders can develop robust
support systems that address the varied needs of students, offer timely interventions, and
promote a culture of overall wellness within the academic community. Educators can play a vital
part in identifying students who may be struggling and connecting them with appropriate
resources, while counselors and mental health professionals can provide specialized support
and interventions in the research of Kenny et al.,(2023). By fostering this collaborative approach
to student well-being, universities can create a supportive ecosystem that empowers students to
thrive both academically and emotionally in the online learning environment.

58. The study by Yusuf,(2021) in Malaysia highlights the pervasive and multifaceted stigma and
discrimination faced by individuals with mental illnesses. To gain a comprehensive
understanding, it is suggested to include perspectives from a wider range of stakeholders
beyond mental health experts, such as individuals with lived experiences, family members,
carers, politicians, and representatives from diverse cultural backgrounds. By gathering multiple
viewpoints, a more thorough picture of stigma and prejudice against mental illness in Malaysia
can be obtained. Additionally, the study recommends that mental health practitioners prioritize
the development and implementation of education and training programmes aimed at increasing
awareness and understanding of mental health stigma. These programmes can help
professionals in recognizing and addressing stigma in clinical settings, improving
communication with patients, and fostering a more supportive environment for individuals with
mental illnesses.

59. A study conducted by Li et al.,(2021) "Stress of COVID-19 and Mental Health of Students
in Locked Colleges" published in the International Journal of Environmental and Public Health
Research in 2021. This study employs a theoretical framework known as the three-level
socio-interpersonal model of PTSD to comprehend and explain PTSD symptoms reported by
Wuhan students during the lockdown. The study examined the influence of numerous aspects
on students' mental health, including epidemic-related stress, difficulty in adapting to online
learning, and social consequences such as personal information gathering and prejudice. By
focusing on these socio-interpersonal aspects, this study sheds light on the complex
interactions of individuals, close relationships and distant social factors in influencing mental
health outcomes during traumatic events such as epidemics. The implications of this study are
important for future research and practice, emphasizing the need to consider these
socio-interpersonal factors when designing mental health interventions for students and other
populations affected by such traumatic events. This research highlights the importance of
tailored mental health services that address individual, close and distant social factors to
effectively reduce post-traumatic stress symptoms among students, especially those facing
significant losses or challenges as a result of the pandemic. In conclusion, this study provides
valuable insight into the psychological impact of the COVID-19 pandemic on students and
highlights the importance of a holistic approach that considers socio-interpersonal dynamics in
addressing mental health challenges in similar crisis situations.

60. According to Guan et al.,(2020) introduced the Dual Impact Model of COVID-19 Malaysia in
their article published in the Malaysian Journal of Psychiatry. This theoretical framework
emphasizes the intricate ways in which the pandemic has affected mental health outcomes in
Malaysia, acknowledging both positive and negative consequences. The authors suggest that
scholars investigate how the pandemic has influenced psychological suffering, such as
exploring if COVID-19 symptoms have led individuals to experience terror instead of worry.
Additionally, they highlight the importance of enhanced family support during the pandemic, with
mental health professionals playing a crucial role in assisting families in strengthening their
support networks, promoting open communication, and providing tools for managing tension
and anxiety. By recognizing the dual nature of the pandemic's effects and emphasizing family
support, practitioners can better support individuals in overcoming the mental health challenges
posed by COVID-19.

61. According to Ling et al.,(2022) study, "Anxiety and Satisfaction toward Online Learning on
Academic Engagement During Covid-19 Outbreak among Malaysian Undergraduates.
Academic stress, a common challenge for students, is closely related to the study's findings on
anxiety, satisfaction with online learning, and academic engagement during the Covid-19
pandemic. High levels of academic stress may increase anxiety and reduce students' pleasure
with online learning, affecting their involvement with academic work. Understanding this
association is critical for creating interventions that promote students' mental health and
academic engagement during disruptive events such as the pandemic in Ling et al.,
(2020). By addressing academic pressures and increasing pleasure with online learning,
institutions may help students cope with problems and improve their overall academic
performance.Furthermore, the study used the Technology Acceptance Model (TAM) as its
theoretical framework. TAM is a popular hypothesis in the field of educational technology that
describes how people adopt and use technology based on their perceptions of its utility and
simplicity of use. Students' pleasure with online learning during the Covid-19 epidemic may be
influenced by their opinions of the technology's usefulness and ease of use, which can have an
impact on their academic engagement.In terms of intervention techniques, the study proposes
that future research should focus on designing and implementing intervention ways to reduce
anxiety and increase student satisfaction with online learning. By identifying effective
interventions, institutions can better support students' mental health and academic engagement
during challenging times like the Covid-19 pandemic. Additionally, comparative studies across
different universities or educational settings can help generalize the findings of this study and
provide a broader understanding of the impact of anxiety and satisfaction towards online
learning on academic engagement. Comparing results from diverse student populations can
offer insights into the effectiveness of interventions across various contexts.

62. Based on this research's environment, Al-Kumaim et al., 2021), Exploring the Impact of the
COVID-19 Pandemic on University Students' Learning Life: An Integrated Conceptual
Motivational Model for Sustainable and Healthy Online Learning, inadequate resources, and
concerns regarding COVID-19. These pressures affect students' mental health and anxiety,
affecting their academic performance and overall well-being Al-Kumaim et al.,(2021). The report
stresses the need for lessons to address these stressors and help students manage academic
stress throughout the epidemic. This study applies the self-determination theory, which
emphasizes the relevance of intrinsic motivation, autonomy, and competence to encouraging
student well-being and engagement in online learning settings. This theory provides a
framework for understanding how many factors influence students' motivation and well-being
during the shift to online learning, particularly in light of the COVID-19 epidemic. Future
research opportunities indicated in this paper include conducting research on a larger
population. The study was limited to a few Malaysian universities, so future research might look
into the issue using different approaches, institutions, and countries to gain a more complete
understanding. Furthermore, researchers are looking into how the pandemic affects creative
thinking. As an extension of the current study, future research could look into how the COVID-19
pandemic affected university students' creative thinking ability.

63. According to the study by Rimba Hamid et al.,(2020) , In order to look at how internet
accessibility affects the efficacy of learning via the internet, put out a conceptual framework
based on the Technology Acceptance Model (TAM). Stable internet access, device capabilities
to access the internet, network stability, internet data package costs, and availability of internet
networks are some of the independent aspects that make up internet accessibility. Student
distribution in online learning, infrastructure support for online learning, and student opinions of
the efficacy of online learning are the dependent variables. Using TAM, one can study how
students view and accept technology, especially internet accessibility in the setting of online
learning. Using TAM components like perceived utility, perceived ease of use, and attitudes
towards technology, the effect of internet accessibility on online learning outcomes is examined.
Important study gaps exist in determining how identified internet accessibility issues, such as
network instability, expensive internet data packages, and restricted access to internet networks,
affect online learning results. It will take more study to determine the precise processes by
which internet accessibility impacts student engagement, academic success, and general
happiness with online learning environments. In areas with poor internet connectivity,
particularly, filling this research gap can yield important insights to improve the efficacy of online
learning programmes. Practical consequences of the research include the difficulties in
obtaining reliable internet connections and the concentration of students in particular areas. This
emphasizes the need for doable solutions to raise internet accessibility for students who study
online. To close the research-practice gap, focused plans and regulations must be developed to
improve internet infrastructure, lower the cost of internet connection, and give students in
remote locations technical support. Institutions may better assist students in obtaining
high-quality online education and advance fair learning chances for all by tackling these
problems. The significance for both study and practice highlights the need of realizing how
internet accessibility affects the results of online learning and taking steps to overcome
obstacles in this area. Better assistance for students and better online learning experiences can
result from further research into these problems and their translation into workable solutions,
which will eventually help to more equally distribute access to education.
64. The research conducted by Ambika Selvaraj et al.,(2021) examines the impact of online
education during the pandemic on the teaching and learning system. The concept of social
learning theory. According to this theory, the way students, teachers, and peers engage with
each other is extremely important for gaining knowledge and developing skills. The theory
postulates that the process of learning is not solely an individual pursuit, but is significantly
shaped by the act of seeing, imitating, and engaging with others. The study in the context of
online education aims to examine the extent to which the shift to virtual classrooms facilitates or
hinders social learning experiences, hence influencing the efficacy of educational delivery and
student involvement. Following that, let's go into the incorporation of technology. Exploring the
application of advanced technology, such as artificial intelligence, virtual reality, or gamification,
in online education can yield valuable insights into enhancing the learning experience and
addressing challenges faced by educators and learners. Lastly, feedback and communication.
Effective online education relies on the establishment of transparent channels of communication
between professors, students, and parents. Establishing effective communication channels and
implementing consistent feedback mechanisms can alleviate concerns, clarify misconceptions,
and improve the overall educational experience.

65. According to an evaluation of the internet access and accessibility initiatives in relation to
the effectiveness of online learning. Mohamad Faizal Ramli et al.,(2022). The article's
theoretical framework centers on the effects of Internet initiatives on the efficacy of online
learning for students in higher education institutions. The statement underscores the
significance of internet connectivity and availability in shaping students' involvement,
achievement, and involvement in online educational platforms. The essay proposes a
conceptual framework that provides suggestions for enhancing internet access and availability
for students. The activities encompass the provision of cost-effective devices, subsidies for
internet access, improvement of network infrastructure, and the use of 5G technology to
enhance internet connectivity. Furthermore, future research should focus on conducting further
empirical testing and analysis in order to strengthen the evidence foundation and yield
conclusive conclusions that are grounded in the viewpoints of students. Future research should
prioritize conducting empirical studies to assess the efficacy of internet access and accessibility
initiatives on students' performance in online learning. Additionally, investigating the influence of
upgraded network infrastructure, 5G technologies, and internet subsidies on students'
engagement and motivation in online learning is crucial. Lastly, the process of formulating
policies. Policymakers and educational institutions should give priority to measures that improve
internet access and availability for students, particularly those from disadvantaged
socioeconomic backgrounds. This may entail offering financial assistance in the form of
subsidies for internet data packages, improving the existing network infrastructure, and assuring
the availability of inexpensive gadgets for students and the integration of technology.
Educational institutions must allocate resources towards developing technology infrastructure to
facilitate online learning, which includes guaranteeing dependable internet connectivity and
providing access to essential gadgets for all students. This may entail partnering with
telecommunication service providers to enhance internet services.

66. According to the article that was conducted by Rahmat et. al.,(2022), “Exploring
Connectedness in Online Learning”. This article explains the significance of having access to
the internet when learning online. It emphasizes how having access to the internet is essential
for students to connect with the course materials, take part in online classes, and communicate
with peers and teachers. In order for students to take full use of online learning options, the
authors stress the importance of having dependable internet connectivity. The theoretical
framework that is used for this article is learning theory . The study of this method investigates
how to improve the online learning experience by connecting across multiple channels,
including learner-to-learner interaction, learner-to-teacher engagement, and diversity in learning
resources. Moving to implications for future research, according to the study, students' success
in the rapidly changing online learning environment may be hampered by passive teaching
strategies that only use conventional one-way communication. The implication practice that can
be used as a research GAP is The need for educators to address challenges and ensure
equitable access to online education for all students.
The study suggests that teachers should plan and implement various ICT technology mediums
to enhance teacher-student relationships during online learning .

67. According to the research by Arumugam et al., (2021) that conducted a study of “Behind
the Scenes: Challenges to Integrate Google Classroom in Teaching and Learning” Google
Classroom is only functional in areas with internet connectivity. As a result, a few educators are
unable to view the homepage because of a bad network connection or a lack of coverage in
their area. The theory method that will be used in this study is Davis (1989) developed the
Technology Acceptance Model (TAM) that referred to a framework for understanding how
people accept and use technology based on how easy and practical they perceive it to be.
When incorporating Google Classroom into teaching and learning, the researchers utilized TAM
to explain how students' views about using the site can affect their desire to use it efficiently.
Besides, the implications for future research that is provided is evaluating policy implications
that research on the effects of internet accessibility in education on policy is lacking. Future
research can look at how well the current initiatives and rules are working to improve
connectivity in schools and make recommendations for changes to the laws that would improve
students' access to the internet for education. The other implication is longitudinal impact
studies that Investigating the long-term effects of increased internet connectivity on learning
outcomes using longitudinal research. Through the monitoring of educational achievement and
the tracking of changes in connectivity infrastructure, researchers can offer important insights
into the long-term advantages of tackling internet accessibility difficulties in education . From the
research for the implication for practice tells about implications of digital equity initiatives is
examining how these initiatives affect the differences in internet accessibility between various
demographic groups. There are gaps in the research about the efficacy of initiatives to give
underprivileged communities access to low-cost internet, devices, and training in digital skills, as
well as the effects these initiatives have on educational outcomes. The other implication is about
policy analysis, which is examining the financing sources and legal frameworks that facilitate
initiatives to upgrade internet connectivity in educational settings. In order to improve internet
accessibility for teaching and learning, research can examine how national and regional policies
match up with global criteria for digital inclusion. It can also suggest improvements to policy.

68. According to the research into the problems with e-learning in Malaysia during the
COVID-19 spread and came up by Adi Jafar et al.,(2022). It is about the Digital Divide Theory,
the Social Learning Theory, and the Technology Acceptance Model (TAM) as important ways to
look at differences in people's access to the internet, how they learn socially, and how they
accept technology in online classrooms. By combining these ideas and looking at factors that
are linked, the study aims to look into the different problems that come up with e-learning in
Malaysia, especially those that have to do with slow internet connections and not knowing how
to use technology well. The call for more research into how these theories work together in
e-learning settings, especially in places where people have different levels of access to the
internet and digital skills, shows how important it is to have a fuller picture of how these factors
affect students' experiences and outcomes. The focus on what these ideas mean for practice
also says that educational professionals can use what they've learned to deal with problems
related to the digital divide, improve social learning, and get people to accept technology in
e-learning settings. The digital gap can be closed with this unified method, which can also make
e-learning programmes in schools more effective.

69. According to the study of Nor Azikin et al.,(2020). The ability to direct one's own learning is
crucial in online education. This is supported by the self-regulated learning theory, which
emphasizes empowering students to take charge of their learning journey. By setting goals,
tracking their progress, and adjusting their strategies as needed, students can thrive in the
flexible online setting, where self-directed learning skills are vital for academic success amid
increased independence Nor Azikin et al.,(2020). Future research could focus on long-term
studies to explore the lasting effects of comprehensive online instruction on students' academic
performance, engagement, and overall learning outcomes. This could provide valuable insights
into the sustainability and effectiveness of online learning in higher education, beyond just
immediate crisis responses.The study sugge­sts providing comprehensive support se­rvices to
students in online programs. This can include­ financial aid, reliable interne­t access, timely
fee­dback on assessments, and ongoing academic e­ngagement Nor Azikin et al.,(2020). New
re­search avenues could e­xplore ways to enhance these support services to addre­ss specific
student nee­ds. This would help bridge the unde­rstanding gap on how tailored support impacts
students' perce­ptions and academic success in online le­arning.

70. Based on the study by Mahiswaran et al.,(2023). The study used the Krejcie and Morgan
sampling method to determine the right sample size, ensuring the sample represented the
population being studied. Understanding the population's characteristics, like size and diversity,
is crucial when calculating the sample size. Future research should focus on ways to improve
internet access for students in remote and isolated areas, where limited connectivity hampers
online learning. Strategies like providing internet subsidies or upgrading infrastructure could
address this problem. Improving online education in Malaysian universities is crucial. Research
should explore effective strategies and best practices to enhance online course delivery, with
the goal of increasing student engagement and interaction in virtual settings in research of
Mahiswaran et al.,( 2023). By addressing these aspects, institutions can better support
students' learning experiences during the COVID-19 pandemic and beyond. The focus should
be on creating clear, concise, and engaging content that is easy for students to understand,
without compromising the original meaning or context. This will help ensure that the content
sounds natural and human-written, while maintaining the quality and clarity needed for effective
online learning Mahiswaran et al.,(2023).
71. According to the Transitioning to Online Learning during COVID-19 Pandemic: Case Study
of a Pre-University Centre in Malaysia by Kamal et al., (2020) was published in the International
Journal of Advanced Computer Science and Applications, Volume 11, Issue 6 . The study
explores various aspects of transitioning to online learning, including the perceived ease of use,
technology integration, and student support services. It emphasizes the importance of providing
training and assistance to teachers and students to overcome technological constraints and lack
of experience with online tools. Additionally, the implementation of cutting-edge technology into
online learning platforms, such as virtual reality and artificial intelligence, is covered in this
article to enhance educational experiences. Furthermore, it highlights the significance of
establishing comprehensive student support services to address academic, emotional, and
technological needs, thereby creating a welcoming and inclusive online learning environment.

72. According to the Student Readiness towards Online Learning During Movement Control
Order (MCO) in Malaysia" by Danuri et al.,(2021) the Online Learning Readiness Model, which
suggests that students' preparedness for online learning can be enhanced. The authors
recommend conducting longitudinal studies to monitor changes in students' readiness for online
learning over time, especially before, during, and after significant events like the MCO. This
approach can provide insights into how disruptions impact students' readiness for online
learning in the long term. Furthermore, the article suggests implementing skills development
programs to better prepare students for virtual learning environments. By engaging in programs
that enhance skills such as time management, digital literacy, and proficiency with online
learning technologies, students can improve their readiness for online learning. Providing
training sessions and resources to develop these abilities can boost students' self-assurance
and proficiency in virtual learning environments.

73.According to the Teaching and learning of postgraduate medical physics using

Internet-based e-learning during the COVID-19 pandemic "A case study from Malaysia" by
Azlan et al., (2020) was published in Physica Medica. This study employs the theoretical
framework of the 3P model proposed by Biggs et al. to align the diverse needs of students in
postgraduate medical physics education, emphasizing the importance of instructional
approaches and learning contexts that support learners in a conducive Virtual Learning
Environment (VLE). Additionally, the research suggests exploring hybrid learning models to
optimize the combination of face-to-face classes and e-learning platforms, aiming to enhance
learning outcomes and provide insights for practitioners in the field to integrate hybrid learning
approaches effectively.

74.According to Ilias et al., (2020) researched the barriers that university students had with
online learning during the COVID-19 pandemic, focusing on concerns connected to internet
accessibility, which had a substantial impact on students' engagement in virtual classes. Factors
such as limited device availability, slow internet connections, and inconsistent data connections
have been cited as barriers to students' active involvement in online learning. Drawing on the
Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) paradigm, it is clear that
internet connectivity correlates with enabling conditions, a critical component for effective
technology utilization. Considering internet accessibility directly affects UTAUT2 framework
components like performance expectancy and effort expectancy, addressing these issues is
essential to boosting students' acceptance and usage of online learning platforms. Thus, future
research implications include looking into interventions that improve students' internet access,
such as subsidizing data plans or distributing devices for online learning, with the goal of
increasing students' engagement and performance in virtual classrooms. Such research would
help to gain a better knowledge of the effectiveness of these interventions and their impact on
students' online learning experiences, ultimately impacting educational policies and practices in
digital learning environments.

75. According to Factors Affecting the Acceptance of Online Learning among the Urban Poor:A
Case Study of Malaysia' by Azhar et al., (2021) . It is very related to the issue of internet
accessibility because it is an important factor that affects the acceptance of online learning
among the urban poor. The study in this research emphasizes the importance of access and
internet connectivity on devices such as phones, computers and tablets to enable
disadvantaged individuals to engage in online learning, for example, the introduction of
customizable educational programs, Massive Open Online Courses (MOOCs), and training
portals e-LATiH free online in Malaysia is an initiative that aims to provide analysis with access
to online courses and resources to improve their skills and expertise.The Theory framework
Unified Theory of Acceptance and Use of Technology (UTAUT) model, which incorporates
dimensions like performance expectancy, effort expectancy, social influence, enabling factors,
and perceived value.it is very related to the issue of internet accessibility because it is an
important factor that affects the urban poor's acceptance of learning online. Additionally,
regarding the implication of future research Explore the influence of socio-cultural factors on the
urban poor's acceptance of online learning platforms. Understanding how cultural norms,
beliefs, and social networks shape attitudes towards technology can guide the development of
culturally sensitive educational initiatives. Furthermore, engage with urban poor communities
directly to co-create research agendas and interventions that address their specific needs and
challenges related to online learning acceptance. Community-based participatory research
approaches can foster inclusive and impactful studies.
CHAPTER 3
RESEARCH METHODOLOGY

3.0 Introduction

Research methodology serves as the backbone of any inquiry, particularly in investigating

contentious subjects like unethical business practices within workplaces. The choice of
methodology significantly shapes the success and quality of a research study, providing a
framework for investigation. As noted by Resnik et al (2020), familiarity with various research
procedures enhances comprehension and aids in selecting the most suitable strategy for a
given study.

Qualitative research employing methods like direct fieldwork observations, in-depth,

open-ended interviews, and analysis of written records, qualitative researchers adopt a
naturalistic approach to explore the complexities of phenomena, offering detailed narrative
descriptions and case studies. In contrast, quantitative research, as emphasized by Dawadi
(2021), utilizes numerical and statistical data to systematically examine social concerns. By
quantifying phenomena and presuming measurability, quantitative methods aim to identify
patterns and correlations in data, playing a crucial role in validating measurements and deriving
findings.

Moreover, mixed methods research, as observed by Dawadi (2021), has gained prominence as
a fusion of qualitative and quantitative procedures. Integrating the strengths of both approaches,
mixed methods research enables a comprehensive investigation of research inquiries,
combining underlying principles, methodological beliefs, and specific techniques for data
gathering, analysis, and interpretation.

In conclusion, research methodology serves as a vital tool in the exploration of unethical

business practices in the workplace. Understanding the differences between qualitative,
quantitative, and mixed methods research enables scholars to conduct thorough investigations.
By employing appropriate methodologies, we can address complex issues and make informed
decisions, ultimately contributing to the establishment of a more ethical business environment.
3.1 Research Method – Primary/Secondary

The primary and secondary research techniques are crucial methodologies employed in
academic studies. Primary research involves the collection of firsthand data directly from the
source, utilizing methods such as questionnaires, interviews, experiments, or observations
Taherdoost (2021). This approach allows researchers to gather tailored information aligned with
their study's objectives. In contrast, secondary research entails the examination of pre-existing
data or information collected by other researchers, including literature reviews, statistical data,
or academic papers Longe (2020). Secondary research offers insights into prior studies and
conclusions, allowing researchers to expand their knowledge and identify gaps in the literature.

For this research study, the primary research technique will be utilized to collect data directly
from members of the UDA23 community regarding their experiences with online learning
platforms. Primary research is particularly suitable for this study as it enables the gathering of
firsthand information aligned with the research aims of Noor et al.,(2022). Through surveys,
UDA23 students will have the opportunity to express their perspectives, attitudes, and
challenges associated with online learning, providing valuable insights that complement
secondary data El Harake (2022). The utilization of primary research aims to deepen the
understanding of how UDA23 members engage with online learning platforms, facilitating
nuanced analyses and recommendations for educational practice and policy Kamraju (2023).
Moreover, primary research allows for the investigation of unique viewpoints and experiences
among UDA23 students, enriching the study results and fostering a comprehensive
understanding of the topic of Sasan (2023) research.
3.2 Data Collection Method

The reliability and validity of research findings are greatly affected by the data gathering
process. Information pertinent to research goals is gathered using a variety of means, such as
questionnaires, interviews, observations, and document analysis of Arya Priya (2021). Research
objectives and the population of interest dictate the relative merits of the available methods. The
major tool for gathering information for this study was a questionnaire that was meticulously
crafted to meet the study's aims. There were two primary parts to the survey: Section A, asked
about demographic information, and Section B, about dependent and independent variables.

Section A : Demographic
Respondents provided their demographic information (gender, race, age,) by answering
closed-ended questions about themselves and their knowledge of unethical business
practices.The purpose of this section is to compile participant basic demographic information.
Close-ended questions will make up its content, letting respondents choose from predetermined
answers.

Section B
Section B covered the three IVs and the DV. To enable quantitative analysis, we asked
respondents to rank, on a Likert scale of 1 to 5, how much they agreed with assertions about
unethical corporate practices. An open-ended question in Section B allowed participants to offer
remedies for the issue of unethical behavior. We gathered a great deal of data using this
methodical approach to achieve our research goal. The questionnaire is designed to go into
great detail about several facets of students' online learning experiences.

Independent Variable 1: Student Participation in Online Learning

These questions aim to gauge the level of student involvement in their online education. They
gauge how involved students are in virtual communities, how well they think online platforms
facilitate class discussions, and how comfortable they are expressing questions. Researchers
can evaluate the efficacy of the platforms and instructional strategies now in use by knowing
how students interact with online learning.
Independent Variable 2: The Effect of Online Learning on Student Academic Stress
This collection of questions explores how online learning affects students' mental health. It looks
at how social isolation brought on by online learning impacts kids, how well online platforms
support mental health, how screen time affects mental health, how existing mental health
problems are exacerbated, and how satisfied students are with the mental health resources
offered during online learning. Making sure children are generally well and dealing with any
issues they may encounter need an understanding of these elements.

Independent Variable 3 : Internet Accessibility

These concerns center on how easily students may get dependable internet connections and
how much help their university offers. They look at how dependable students' internet
connections are, how difficult it is for them to take online classes because of their limited
access, how location affects the quality of their connections, how reasonably priced high-speed
internet is, and how well university support works for students who are having problems
connecting to the internet. Equality of access to online education for all students depends on an
assessment of internet accessibility and support.

Open ended question

The open-ended questions provide the participants a chance to add further ideas or
observations about the research topic. With its deeper insights into the experiences and
viewpoints of the students, this qualitative data enhances the quantitative results from the
structured questions. Participants' expression of ideas helps academics better grasp the
subtleties and complexity of online learning.

The research intends to methodically collect data relating to the study's objectives while
guaranteeing respondents' ease of completion by breaking the questionnaire into several
sections. Structured and open-ended questions together provide a thorough investigation of
students' experiences with online learning, which deepens knowledge of the research issue.
 SECTION Format of Question No of Question

SECTION 1

Demographic Close- ended question 5

SECTION B

DV
IV1 Likert Scale 5
IV2 ( 1 to 5 Scale )
IV3
1
Open ended- question

3.3 Sampling Plan — Probability/Non-probability

In research methodology, sampling procedures are essential because they make it easier to
choose study participants or components from a broader population. These methods may be
divided into two primary categories: non-probability sampling and probability sampling.

3.3.1 Probability Sampling

Using probability sampling techniques, samples are chosen according to a specified probability
of selection for every member of the population. According to Dr. Renu Bisht (2023), this
guarantees that every individual in the population has an equal opportunity of being chosen,
enabling representative sampling and the generalizability of results. Simple random sampling,
systematic sampling, stratified sampling, and cluster sampling are examples of common
probability sampling approaches.

3.3.2 Non-probability Sampling

Non-probability sampling techniques do not depend on random selection and do not ensure that
every member of the population is equally represented. Rather, the researcher's discretion,
practicality, or accessibility are taken into consideration while choosing samples. Non-probability
sampling, according to Kassiani Nikolopoulou, (2022), may be less rigorous in terms of
representativeness, but it is often more practical and economical. This is especially true when
the population is hard to reach or identify. Convenient sampling, judgment sampling, quota
sampling, and snowball sampling are a few non-probability sampling strategies.
3.3.3 Sampling Plan
Systematic sampling, which is a probability sampling methodology, was selected as the sample
method for this research investigation. After a random start, every nth member from a list or
population frame is chosen using systematic sampling Golzar et al., (2022). This approach
works especially well for research with a well-defined and structured population, like the
students at UDA23.

The researcher initially sets a sample interval, which establishes the frequency of selection, in
systematic sampling. By using a methodical approach, the sample is more representative as
each person or any individual in the population is equally likely to be selected. To conduct
systematic sampling in this research project, a list of all UDA23 students who satisfy the study's
inclusion requirements such as having prior experience with online learning platforms will be
obtained first. Following the assignment of a numerical identification number to each student, a
systematic selection of every nth student from the list will constitute the sample. With this
strategy, sampling may be done in an organized and effective manner, and results can still be
generalized to the larger UDA23 student population while maintaining unpredictability.
3.3.4 Respondents

Students enrolled at UDA23, the University of Malaya Centre for Continuing Education
(UMCeD), serve as the research's respondents. The majority of responders, who are mostly
full-time students, are between the ages of 18 and 20. Additionally, it is predicted that 58.7% of
respondents are men and 41.3% of respondents are women. These pupils demonstrate a
noteworthy degree of knowledge on the subject of online learning opportunities. "Google Form"
is used to administer the study questionnaire in order to make it easier for respondents to
participate.

One of the primary methods employed in this investigation is the Krejcie and Morgan sampling
strategy. Krejcie and Morgan (1970) created a table to facilitate the process of determining the
sample size for a small population. The survey aims to gather information from full-time UDA23
students about their experiences using online learning platforms. Out of the 138 respondents to
the Google Form survey, an estimated 103 provided information regarding their experiences
with online learning. The sample size of 103 students fairly reflects the students at UDA23,
according to (Krejcie & Morgan)'s table.
3.4 Analysis Plan

In Chapter 4 of our study, we provide our analytical strategy, which consists of many essential
elements intended to derive significant insights from the information gathered from our
questionnaire given to UDA23 students.

Using Cronbach's Alpha, we will first do a reliability study to assess the internal consistency of
our survey questions. By consuming this analysis, we can make sure that the survey questions
accurately measure the components that they are designed to evaluate, which will increase the
validity of our results.

The next step will be descriptive analysis, which entails calculating metrics like mean and mode.
The central tendency and response distribution for the demographic variables (Section A),
dependent variable (DV), and three independent variables (3IVs) in Section B of the
questionnaire will be summarized in this analysis.

Furthermore, cross-tabulation analysis will be performed to investigate the correlations among

various factors. Through this research, we will be able to look at how the dependent variable
changes across the independent variable categories and get important insights into possible
relationships or trends. In addition, we will examine the data for Section B (DV & 3IV) and
Section A (demographic) in order to fully comprehend the connections between the variables of
interest and the demographic components. We may find subtle insights and any disparities in
response demographics thanks to this comprehensive study.

Finally, an open-ended analysis will be performed to examine the qualitative answers that the
participants have supplied. As part of this study, replies will be methodically coded and
categorized to detect recurring themes or patterns that will give our quantitative results more
meaning and nuance. All things considered, our analysis approach is made to methodically go
over the information gathered from various angles, guaranteeing thorough analysis and solid
findings in our study.
Executive Summary

The COVID-19 epidemic has sped up the quick development of technology, which has resulted
in a broad move towards online learning, which has a big effect on university students all
around. In Malaysia, the pandemic has become online learning the main delivery mode,
therefore distant learning strategies must be adapted. While online tools like Google Classroom,
Zoom, and Microsoft have made academic continuity easier, they have also brought with them
difficulties with connection and participation.

With an emphasis on aspects like learning satisfaction, social interaction, mental health, and
academic success, this research seeks to understand how online instruction impacts UDA23
students. The COVID-19 epidemic has made everyday routines drastically different, which
emphasizes the need of adjusting to new instructional modalities. Even as students find it
difficult to get used to online learning, there are chances for flexible and customized learning.

A subject of increasing worry is how online learning affects university students' mental health
and academic performance. Through a synthesis of ideas from pertinent literature, this study
aims to guide the dependent variable-focused approach of the suggested study. When
examining complicated problems like unethical corporate practices in the workplace, research
methodology qualitative, quantitative, and mixed methodologies approaches—is essential.

In conclusion, carrying out in-depth research and helping to create a more moral corporate
environment need an awareness of the subtleties of research technique.
 CHAPTER 4 :
DATA ANALYSIS

4.0 Introduction

This chapter will go over the findings of the data analysis performed on the information gathered
via questionnaires. In addition, it seeks to validate the hypotheses developed in Chapter 2 while
simultaneously addressing the study question and objectives outlined in Chapter 1. In addition,
it will cover validation of measuring scales, descriptive analysis, reliability analysis, and an
overall perspective of the data gathered.

4.1 Sample Profile (Demographics)

Profile Item Frequency Percentage (%)

Gender Male 40 51.9

Female 37 48.1

Ethnicity Malay 64 83.1

Chinese 7 9.1

Indian 4 5.2

Others 2 2.6

Age Group 18 years old 2 2.6

19 years old 61 79.2

20 years old 13 16.9

21 years old 1 1.3

Currently Living Friends 40 51.9

Family / Grandparents 37 48.1

Do you think Yes 38 49.4

online teaching
can affect No 4 5.2
students
mentally? Maybe 35 45.5
Question 1

Based on the pie chart, 51.9% of 40 respondents are male while 48.1 which is 37 of the
respondents are female. Based on the pie chart, most of the respondents are mostly
male than female

Question 2

Based on the pie chart, 83.1% of 64 respondents are Malay. The second highest are
9.1% of the respondents are Chinese. Other than that, 5.2% of the respondents were
Indian. The least percentage in the pie chart is 2.6% which is 1 respondent 1 is Melanau.
Question 3

Based on the pie chart, 79.2% of the respondents are 19 years old from 61 respondents,
while 16.9% of the respondents are 20 years old from 13 of respondents. 2 of the
respondents are in age 18 years old , recorded 2.6% from the pie chart. And 1.3% of pie
chart are 1 respondent aged 21 years and above

Question 4

From the above pie chart, the majority of the respondents living with friends are 51.9%
from 40 respondents while the rest of respondents living with their family members are
48.1% from 37 respondents.
Question 5

Regarding the data from the pie chart, the largest number of respondents, the majority of
respondents, falls into the yes, 49.4% from 38 respondents agree that a significant
portion of respondents believe online teaching can indeed have a negative impact on
students' mental well-being. And second highest of "Maybe" category, are 45.5% from 35
respondents indicating uncertainty or a recognition of the impact of online teaching on
students' mental health. Other than that, No from 4 responses, 5.2 respondent are from
small percentage of respondents believe that online teaching does not have a significant
impact on students' mental health
4.2 Reliability analysis

In statistics, dependability or consistency of a measurement is covered by reliability, which is a

measurement or statistic which is dependable or consistent one. It is that the results can be
relied upon as a reflection of the truth once completed, and can be consistently obtained
independently from the age or situation.

According to the table above, Cronbach’s alpha is 0.69, indicating that internal consistency is
questionable. A metric called Cronbach's alpha evaluates how successfully a set of scale or test
items work together internally. It is used to tell how similar a set of items are as a group, trying to
find out whether all these items measure the same thing that is an underlying construct.
4.3 Descriptive table for the main variablesles of the study
4.4 Additional analysis to support the research findings

The researcher's crucial role in the analytic process, as indicated by the cross-tabulation, is to
examine variables related to students' experiences with online learning platforms. Various
elements contribute to students' perceptions and experiences with online learning. The
researchers infer from the cross-tabulation that the average response for students who find
online learning platforms user-friendly is 4.2, indicating a high level of satisfaction with the
application of the platform. In comparison, students who struggle with online platform navigation
have an average response of 2.8, signifying a lower satisfaction level among this group.

The distribution of responses to the question "Do you think online learning has improved your
level of participation in class?" reveals intriguing insights that can be related to the research
objectives and questions. Notably, a substantial portion of students, comprising 47.9% of the
respondents, indicated an average perception regarding the efficacy of online learning in
enhancing their class participation. This finding suggests a potential relationship between the
need for student participation and the effect of online learning on student UDA23, aligning with
the research objective aimed at understanding this connection. Furthermore, the presence of
significant percentages of students who strongly disagree (14.6%) or disagree (12.5%) with the
notion that online learning has improved their participation levels raises questions about the
relationship between academic stress and the perceived effectiveness of online learning. It is
plausible that students who do not feel adequately engaged in online classes experience
heightened stress levels, thereby indicating a possible correlation between these variables.
Additionally, considering the disparities in responses, it is reasonable to infer a link between
internet accessibility and the perceived impact of online learning on participation. Students
reporting lower levels of improvement in participation through online learning may be influenced
by challenges such as limited internet access, highlighting the importance of exploring the
relationship between internet accessibility and the effectiveness of online learning. These
findings collectively underscore the need for further investigation into the intricate dynamics
between student participation, academic stress, internet accessibility, and the effectiveness of
online learning, ultimately aiming to inform strategies for enhancing the educational experience
in online settings. Additionally, it's noteworthy that 20.8% of respondents agree and 4.2%
strongly agree that online learning has improved their class participation, suggesting that there
is a subset of students who perceive a positive impact of online learning on their participation
levels, thus warranting a deeper exploration into the factors contributing to this perception.
The distribution of responses to the question "Do you think that working on online groups
effectively encourages your participation?" offers valuable insights that can be related to the
research objectives (RO) and research questions (RQ). Notably, a significant proportion of
students, comprising 35.4% (2.1% strongly disagree and 33.3% disagree), expressed
skepticism or dissatisfaction with the effectiveness of online group work in fostering their
participation. This finding suggests a potential correlation between the need for student
participation and the impact of collaborative online activities, aligning with the overarching RO
aimed at understanding this relationship. Furthermore, the prevalence of a substantial
percentage of students (45.8%) reporting an average perception regarding the encouragement
of participation through online group work underscores the complexity of this dynamic. It
prompts questions about the factors influencing student engagement in collaborative online
settings and their implications for student outcomes, thereby highlighting the relevance of
exploring this relationship further. Additionally, the relatively smaller percentages of students
who agree (14.6%) or strongly agree (4.2%) with the effectiveness of online group work in
promoting participation suggest varying levels of effectiveness and satisfaction among students.
Understanding the underlying mechanisms driving student perceptions of online group work and
its impact on participation is crucial for informing instructional strategies and enhancing the
effectiveness of online collaborative learning environments. Therefore, further investigation into
the interplay between student participation, collaborative online activities, and student outcomes
is warranted to advance our understanding of these dynamics and optimize the online learning
experience.

Comparing the two sequences, both provide valuable insights into the dynamics of online
learning and its impact on student participation. In the first sequence, 47.9% of respondents
indicated an average perception of online learning's effectiveness in enhancing class
participation, while in the second sequence, 45.8% expressed an average perception of the
effectiveness of online group work in encouraging participation. However, there were differences
in the levels of dissatisfaction, with 26.9% disagreeing or strongly disagreeing in the first
sequence compared to 35.4% in the second sequence. Additionally, the proportion of students
strongly agreeing or agreeing was higher in the second sequence (18.8% + 2.1% = 20.9%)
compared to the first sequence (20.8% + 4.2% = 25%). These variations suggest differing levels
of satisfaction and effectiveness perceived by students in online learning environments. Overall,
both sequences underscore the importance of further investigation into the factors influencing
student participation and engagement in online learning to optimize the educational experience.

The distribution of responses to the question "Do you think that working on online groups
effectively encourages your participation?" offers valuable insights that can be linked to the
research objectives (RO) and research questions (RQ). Notably, a substantial portion of
students, comprising 35.4% (2.1% strongly disagree and 33.3% disagree), expressed
skepticism or dissatisfaction with the effectiveness of online group work in fostering their
participation. This finding suggests a potential correlation between the need for student
participation and the impact of collaborative online activities, aligning with the overarching RO
aimed at understanding this relationship. Furthermore, the prevalence of a significant
percentage of students (45.8%) reporting an average perception regarding the encouragement
of participation through online group work underscores the complexity of this dynamic. It
prompts questions about the factors influencing student engagement in collaborative online
settings and their implications for student outcomes, thereby highlighting the relevance of
exploring this relationship further. Additionally, the relatively smaller percentages of students
who agree (14.6%) or strongly agree (4.2%) with the effectiveness of online group work in
promoting participation suggest varying levels of effectiveness and satisfaction among students.
Understanding the underlying mechanisms driving student perceptions of online group work and
its impact on participation is crucial for informing instructional strategies and enhancing the
effectiveness of online collaborative learning environments. Therefore, further investigation into
the interplay between student participation, collaborative online activities, and student outcomes
is warranted to advance our understanding of these dynamics and optimize the online learning
experience.

The distribution of responses to the question "Do you feel motivated to actively participate in
online learning activities?" provides valuable insights that can be related to the research
objectives (RO) and research questions (RQ). Notably, a significant proportion of students,
comprising 29.2% (6.3% strongly disagree and 22.9% disagree), expressed a lack of motivation
to actively participate in online learning activities. This finding suggests a potential correlation
between student motivation and their level of engagement in online learning, aligning with the
overarching RO aimed at understanding factors influencing student participation. Furthermore,
the prevalence of a substantial percentage of students (50%) reporting an average level of
motivation underscores the complexity of this issue and prompts questions about the
determinants of motivation in online learning environments. It highlights the need for further
exploration into the factors that influence student motivation and their implications for
participation and learning outcomes, thereby emphasizing the relevance of this relationship.
Additionally, the absence of any respondents strongly agreeing with feeling motivated to
participate in online learning activities suggests potential challenges in fostering high levels of
motivation in this context. Understanding the underlying mechanisms driving student motivation
in online learning is crucial for informing instructional strategies and interventions aimed at
enhancing student engagement and learning outcomes. Therefore, further investigation into the
interplay between student motivation, participation, and learning outcomes is warranted to
advance our understanding of these dynamics and optimize the online learning experience.

Analyzing the responses to the questions regarding the effectiveness of online learning in
enhancing class participation, the encouragement of participation through online group work,
motivation to actively participate in online learning activities, and other related factors reveals a
nuanced understanding of the dynamics influencing student engagement and participation in
online learning environments. Notably, the data indicates varying levels of satisfaction and
effectiveness perceived by students across different aspects of online learning. While a
significant proportion of students express average perceptions or moderate levels of agreement,
substantial percentages also express dissatisfaction or skepticism in various areas, including
class participation enhancement, group work effectiveness, and motivation. These findings
underscore the complexity of online learning dynamics and highlight the need for further
investigation into the factors influencing student engagement, motivation, and participation.
Understanding these factors is crucial for informing instructional strategies and interventions
aimed at optimizing the online learning experience and enhancing student outcomes. Therefore,
future research endeavors should continue to explore the interplay between student
participation, motivation, collaborative activities, internet accessibility, and other relevant factors
to advance our understanding and improve the effectiveness of online learning environments.

Respondents who strongly disagree or disagree with the effectiveness of online group work
likely perceive a disconnect between their need for participation and the actual impact of online
group activities on their learning experience, aligning with the overarching RO aimed at
understanding this relationship. This negative perception may stem from challenges such as
poor communication, coordination issues, or a lack of engagement from peers, contributing to
their dissatisfaction with online learning environments. Furthermore, their dissatisfaction may
lead to increased stress levels as they struggle to actively engage in online group activities,
impacting their overall learning experience. Moreover, respondents in this category may face
barriers to internet accessibility, exacerbating their frustration with online group work and
hindering their ability to fully participate in class activities. Students selecting the average option
likely recognize the potential benefits of online group work in theory but have encountered
challenges or limitations in practice, aligning with the need to understand the relationship
between student participation and the effect of online learning. Their moderate perception
suggests that while online group work may have some positive impact on their participation,
there are still areas for improvement to fully meet their needs. This could relate to addressing
stressors such as unclear instructions or inadequate support from instructors and improving
internet accessibility to enhance their engagement in online activities, thereby optimizing the
effectiveness of online learning environments. Conversely, respondents who agree or strongly
agree with the effectiveness of online group work likely perceive a positive relationship between
their participation and the impact of online learning. They may find online group activities
conducive to their learning experience, facilitating active engagement and collaboration with
peers. This positive perception may contribute to reduced academic stress as students feel
more supported and engaged in online learning environments. Additionally, their positive
experience with online group work may be facilitated by better internet accessibility, enabling
seamless participation in class activities and enhancing their overall learning experience. Lastly,
students expressing a lack of motivation to actively participate in online learning activities may
cite reasons such as feeling disconnected from peers and instructors, perceiving online
activities as less engaging or interactive compared to in-person classes, or facing challenges in
managing their time and workload effectively in an online environment. This lack of motivation
can hinder their participation and engagement in online learning activities, highlighting the need
to understand factors influencing student motivation and their implications for participation and
learning outcomes. Understanding the reasons behind respondents' choices provides valuable
insights into the complex dynamics between student participation, academic stress, internet
accessibility, and the effectiveness of online learning environments. These insights can inform
strategies for enhancing student engagement, motivation, and participation in online learning
activities, ultimately optimizing the online learning experience and improving student outcomes.
Students reporting lower levels of improvement in participation through online learning may be
influenced by challenges such as limited internet access, highlighting the importance of
exploring the relationship between internet accessibility and the effectiveness of online learning.
These findings collectively underscore the need for further investigation into the intricate
dynamics between student participation, academic stress, internet accessibility, and the
effectiveness of online learning, ultimately aiming to inform strategies for enhancing the
educational experience in online settings.

The distribution of responses to the question "Do you think that working on online groups
effectively encourages your participation?" provides valuable insights that can be related to the
research objectives (RO) and research questions (RQ). Notably, a significant proportion of
students, comprising 37.5% (8.3% strongly disagree and 29.2% disagree), expressed
dissatisfaction with the effectiveness of online group work in fostering their participation. This
finding suggests a potential correlation between the need for student participation and the
impact of collaborative online activities, aligning with the overarching research objective aimed
at understanding this relationship. Furthermore, the presence of a substantial percentage of
students (41.7%) reporting an average perception regarding the encouragement of participation
through online group work highlights the complexity of this dynamic. It raises questions about
the factors influencing student engagement in collaborative online settings and their implications
for student outcomes, thereby emphasizing the relevance of exploring this relationship further.
Additionally, the relatively smaller percentages of students who agree (18.8%) or strongly agree
(2.1%) with the effectiveness of online group work in promoting participation hint at the nuanced
nature of this phenomenon. Understanding the underlying mechanisms driving student
perceptions of online group work and its impact on participation is crucial for informing
instructional strategies and enhancing the effectiveness of online collaborative learning
environments. Therefore, further investigation into the interplay between student participation,
collaborative online activities, and student outcomes is warranted to advance our understanding
of these dynamics and optimize the online learning experience.

The distribution of responses to the question "Do you think that working on online groups
effectively encourages your participation?" offers valuable insights that can be linked to the
research objectives (RO) and research questions (RQ). Notably, a substantial portion of
students, comprising 35.4% (2.1% strongly disagree and 33.3% disagree), expressed
skepticism or dissatisfaction with the effectiveness of online group work in fostering their
participation.
This finding suggests a potential correlation between the need for student participation and the
impact of collaborative online activities, aligning with the overarching research objective aimed
at understanding this relationship. Furthermore, the prevalence of a significant percentage of
students (45.8%) reporting an average perception regarding the encouragement of participation
through online group work underscores the complexity of this dynamic. It prompts questions
about the factors influencing student engagement in collaborative online settings and their
implications for student outcomes, thereby highlighting the relevance of exploring this
relationship further. Additionally, the relatively smaller percentages of students who agree
(14.6%) or strongly agree (4.2%) with the effectiveness of online group work in promoting
participation suggest varying levels of effectiveness and satisfaction among students.
Understanding the underlying mechanisms driving student perceptions of online group work and
its impact on participation is crucial for informing instructional strategies and enhancing the
effectiveness of online collaborative learning environments. Therefore, further investigation into
the interplay between student participation, collaborative online activities, and student outcomes
is warranted to advance our understanding of these dynamics and optimize the online learning
experience.

The distribution of responses to the question "Do you feel motivated to actively participate in
online learning activities?" provides valuable insights that can be related to the research
objectives (RO) and research questions (RQ). Notably, a significant proportion of students,
comprising 29.2% (6.3% strongly disagree and 22.9% disagree), expressed a lack of motivation
to actively participate in online learning activities. This finding suggests a potential correlation
between student motivation and their level of engagement in online learning, aligning with the
overarching research objective aimed at understanding factors influencing student participation.
Furthermore, the prevalence of a substantial percentage of students (50%) reporting an average
level of motivation underscores the complexity of this issue and prompts questions about the
determinants of motivation in online learning environments. It highlights the need for further
exploration into the factors that influence student motivation and their implications for
participation and learning outcomes, thereby emphasizing the relevance of this relationship.
Additionally, the absence of any respondents strongly agreeing with feeling motivated to
participate in online learning activities suggests potential challenges in fostering high levels of
motivation in this context. Understanding the underlying mechanisms driving student motivation
in online learning is crucial for informing instructional strategies and interventions aimed at
enhancing student engagement and learning outcomes. Therefore, further investigation into the
interplay between student motivation, participation, and learning outcomes is warranted to
advance our understanding of these dynamics and optimize the online learning experience.

Secondly, considering the potential impact of online learning on academic stress, the
dissatisfaction or perceived lack of improvement in participation could contribute to increased
stress levels among students. While this relationship requires deeper exploration to establish
causality, it hints at the interconnectedness between online learning experiences and students'
psychological well-being. Thirdly, the correlation between internet accessibility and the efficacy
of online learning emerges indirectly, as the perceived deficiency in participation enhancement
may be influenced by factors such as inadequate internet access. This underscores the need to
delve into how variations in internet accessibility contribute to students' experiences and
outcomes in online learning environments. These observations collectively suggest avenues for
comprehensive research aimed at elucidating the intricate interplay between online learning,
student participation, academic stress, and internet accessibility, thereby informing strategies to
enhance the effectiveness and inclusivity of online education.

The distribution of responses to the statement "Do you agree that social isolation has worsened
due to the lack of in-person interactions between students and lecturers in online classrooms?"
provides insights relevant to the research objectives (RO) and research questions (RQ).
Notably, a majority of respondents (76.2%) indicated agreement (23.9% agree and 14.3%
strongly agree) with the statement, suggesting a widespread perception that social isolation has
indeed worsened due to the absence of in-person interactions in online classrooms. This finding
aligns with the overarching research objective aimed at understanding the impact of online
learning on student experiences, including social dynamics. Furthermore, the presence of a
substantial percentage of students (51.9%) reporting an average level of agreement
underscores the widespread concern regarding the exacerbation of social isolation in online
learning environments. This prompts questions about the implications of social isolation on
student well-being and academic outcomes, highlighting the need for further exploration into this
relationship. Additionally, the negligible percentages of respondents strongly disagreeing (1.3%)
or disagreeing (2.6%) with the statement suggest a broad consensus among students regarding
the challenges posed by social isolation in online learning. Understanding the underlying factors
contributing to social isolation and its impact on student experiences is crucial for informing
strategies to mitigate its negative effects and enhance the overall quality of online education.
Therefore, further investigation into the interplay between social isolation, online learning
modalities, and student well-being is warranted to advance our understanding of these
dynamics and promote a more supportive and inclusive online learning environment.The
responses to the question "Do you think online learning platforms effectively support students'
mental health awareness?" provide insights that can be related to the research objectives (RO)
and research questions (RQ). Notably, a significant portion of respondents, comprising 27.3%
(2.6% strongly disagree and 24.7% disagree), expressed skepticism or dissatisfaction with the
effectiveness of online learning platforms in supporting students' mental health awareness. This
finding suggests a potential correlation between the support provided by online learning
platforms and students' mental health awareness, aligning with the overarching research
objective aimed at understanding factors influencing student well-being in online learning
environments. Furthermore, the presence of a substantial percentage of students (49.4%)
reporting an average perception regarding the effectiveness of online learning platforms
underscores the mixed views on this issue. This prompts questions about the adequacy of
mental health resources and support services available through online platforms and their
impact on students' awareness and well-being. Additionally, the relatively smaller percentages
of respondents agreeing (16.9%) or strongly agreeing (6.5%) with the effectiveness of online
learning platforms in supporting mental health awareness suggest varying levels of satisfaction
and awareness among students. Understanding the underlying mechanisms driving students'
perceptions of mental health support on online platforms and its impact on their well-being is
crucial for informing strategies to enhance the accessibility and effectiveness of mental health
resources in online learning environments. Therefore, further investigation into the interplay
between online learning platforms, mental health awareness, and student well-being is
warranted to advance our understanding of these dynamics and promote a supportive and
inclusive online learning environment.

The responses to the question "Do you believe your mental health has been negatively
impacted due to increased screen time?" provide insights that can be related to the research
objectives (RO) and research questions (RQ). Notably, a significant proportion of respondents,
comprising 41.6% (1.3% strongly disagree and 3.9% disagree), expressed disagreement with
the notion that increased screen time negatively impacts their mental health. This finding
suggests a potential correlation between students' perceptions of the impact of screen time and
their mental well-being, aligning with the overarching research objective aimed at understanding
factors influencing student mental health in online learning environments. Furthermore, the
presence of a substantial percentage of students (49.4%) reporting an average perception
regarding the impact of screen time on their mental health underscores the mixed views on this
issue. This prompts questions about the relationship between screen time habits and mental
health outcomes, as well as the factors that mediate this relationship. Additionally, the relatively
smaller percentages of respondents agreeing (31.2%) or strongly agreeing (10.4%) with the
negative impact of increased screen time on mental health suggest varying levels of concern
and awareness among students. Understanding the underlying mechanisms driving students'
perceptions of the relationship between screen time and mental health is crucial for informing
strategies to promote healthy screen habits and support student well-being in online learning
environments. Therefore, further investigation into the interplay between screen time, mental
health, and academic performance is warranted to advance our understanding of these
dynamics and promote a supportive and inclusive online learning environment.

The responses to the question "Do you agree that studying online has made your mental health
issues create more problems?" offer insights relevant to the research objectives (RO) and
research questions (RQ). Notably, a significant proportion of respondents, comprising 63.1%
(1.3% disagree and 6.5% disagree), expressed disagreement with the idea that studying online
exacerbates their mental health issues. This finding suggests a potential correlation between
students' perceptions of the impact of online studying on their mental health and their overall
well-being, aligning with the overarching research objective aimed at understanding factors
influencing student mental health in online learning environments. Furthermore, the presence of
a substantial percentage of students (55.8%) reporting an average perception regarding the
exacerbation of mental health issues underscores the mixed views on this matter. This prompts
questions about the complex relationship between online studying and mental health outcomes,
including the potential mitigating or exacerbating factors. Additionally, the relatively smaller
percentages of respondents agreeing (26%) or strongly agreeing (10.4%) with the idea that
online studying worsens their mental health issues suggest varying levels of concern and
awareness among students. Understanding the underlying mechanisms driving students'
perceptions of the impact of online studying on their mental health is crucial for informing
strategies to promote mental well-being and academic success in online learning environments.
Therefore, further investigation into the interplay between online studying, mental health, and
student outcomes is warranted to advance our understanding of these dynamics and promote a
supportive and inclusive online learning environment.
The responses to the question "Are you satisfied with the mental health resources during online
learning?" provide insights that can be related to the research objectives (RO) and research
questions (RQ). Notably, a significant proportion of respondents, comprising 76.6% (10.4%
disagree and 66.2% average), expressed dissatisfaction or ambivalence regarding the mental
health resources available during online learning. This finding suggests a potential correlation
between students' satisfaction with mental health resources and their overall well-being, aligning
with the overarching research objective aimed at understanding factors influencing student
mental health in online learning environments. Furthermore, the presence of relatively smaller
percentages of students agreeing (14.3%) or strongly agreeing (3.9%) with the adequacy of
mental health resources underscores the need for improvement in this area. This prompts
questions about the effectiveness and accessibility of mental health support services in online
learning environments, as well as the factors that contribute to students' satisfaction or
dissatisfaction with these resources. Additionally, the relatively high percentage of respondents
indicating average satisfaction suggests that there may be room for enhancement or expansion
of mental health resources to better meet students' needs. Understanding the underlying
mechanisms driving students' perceptions of mental health resources during online learning is
crucial for informing strategies to promote mental well-being and academic success in online
learning environments. Therefore, further investigation into the availability, accessibility, and
effectiveness of mental health resources, as well as their impact on student outcomes, is
warranted to advance our understanding of these dynamics and promote a supportive and
inclusive online learning environment.

The high average percentage suggests that a significant portion of students hold a neutral or
ambivalent stance towards the effectiveness of online learning platforms in supporting students'
mental health awareness. This could be attributed to several factors. Firstly, online platforms
may offer some resources or initiatives related to mental health awareness, but students may
perceive them as insufficient or inadequately integrated into the learning experience, resulting in
an average perception. Secondly, students might have varied experiences with different aspects
of the online learning platform, leading to mixed perceptions overall.
The presence of disagree and strongly disagree responses indicates that a notable proportion of
students have reservations or outright disbelief regarding the effectiveness of online learning
platforms in supporting mental health awareness. This could stem from experiences where
students found the resources provided to be inadequate, inaccessible, or poorly implemented.
They may also feel that mental health support on online platforms lacks personalization or
responsiveness to individual needs, leading to dissatisfaction and skepticism.

Conversely, the presence of agree and strongly agree responses suggests that some students
perceive online learning platforms as effective in supporting mental health awareness. These
students may have had positive experiences with the resources and support available, finding
them helpful in promoting mental health awareness and well-being. They may appreciate
initiatives such as access to counseling services, mental health awareness campaigns, or
resources for stress management integrated into the online learning environment.

Overaspectives of students regarding the effectiveness of online learning platforms in

supporting mental health awareness. Understanding these nuanced viewpoints is crucial for
improving and tailoring mental health support services to better meet the needs of students in
online learning environments.

Regarding the effectiveness of online learning resources, the analysis reveals a notable
discrepancy between students who perceive the resources as highly beneficial and those who
find them less helpful. Students who rate the resources as highly beneficial have an average
score of 4.5, indicating strong satisfaction, while students who find the resources less helpful
have an average score of 3.2, suggesting lower satisfaction levels. This stark contrast suggests
a positive correlation between perceived resource effectiveness and satisfaction with online
learning. Those who find the resources more beneficial are likely to be more satisfied with their
overall learning experience, while those who perceive them as less helpful may experience
dissatisfaction or frustration with the online learning environment. Understanding these
differences is crucial for improving resource accessibility, usability, and relevance to better meet
the diverse needs of students in online learning environments.
The responses to the question "Do you believe that the online learning platform adequately
supports collaborative group work?" offer valuable insights pertinent to the research objectives
(RO) and research questions (RQ). Notably, a substantial portion of respondents, comprising
68.5% (22.3% disagree and 46.2% average), expressed dissatisfaction or uncertainty regarding
the online platform's efficacy in facilitating collaborative group work. This observation hints at a
potential correlation between students' satisfaction with collaborative tools and their overall
learning experience, aligning with the overarching research objective aimed at understanding
factors influencing student engagement and interaction in online learning environments.
Moreover, the presence of relatively smaller percentages of students agreeing (23.1%) or
strongly agreeing (8.4%) with the platform's effectiveness underscores the need for
enhancement in this aspect. This prompts inquiries into the functionality and accessibility of
collaborative features within the online learning platform, as well as the factors contributing to
students' contentment or discontent with these tools. Additionally, the relatively high percentage
of respondents indicating average satisfaction suggests that there may be opportunities for
improvement or customization of collaborative functionalities to better meet students'
collaborative needs. Understanding the underlying mechanisms shaping students' perceptions
of collaborative tools during online learning is essential for devising strategies to foster
collaboration and maximize learning outcomes in virtual learning environments. Therefore,
further exploration into the usability, inclusivity, and impact of collaborative features, as well as
their implications for student performance, is warranted to advance our comprehension of these
dynamics and cultivate a collaborative and enriching online learning environment.

The distribution of responses to the question regarding the hindrance of online class
participation due to poor internet access indicates a notable trend. While a minority strongly
disagree (2.6%) or disagree (1.3%), the majority fall within the average (49.4%), agree (32.5%),
or strongly agree (14.3%) categories. This data suggests a prevailing sentiment that poor
internet access indeed impedes full participation in online classes. Aligning with the research
objectives (RO) and research questions (RQ), this observation underscores the significance of
internet accessibility in the effectiveness of online learning and its impact on student outcomes
(UDA23). Specifically, it directly relates to the objective of determining the relationship between
internet accessibility and the effect of online learning on student UDA23. Furthermore, it aligns
with the research question probing the need for internet accessibility and its influence on online
learning. Understanding this relationship is essential for devising strategies to mitigate the
negative effects of poor internet access and enhance student participation and engagement in
online classes, ultimately improving their academic performance and satisfaction. Therefore,
further exploration into the specific challenges posed by inadequate internet access and their
implications for student learning outcomes is warranted to inform effective interventions and
support mechanisms in virtual learning environments.

The distribution of responses to the question regarding the impact of location on the quality of
internet connection for online learning reveals a significant trend. While a minority strongly
disagree (1.3%) or disagree (2.6%), the majority fall within the average (46.8%), agree (33.8%),
or strongly agree (15.6%) categories. This data suggests a prevalent belief that the quality of
internet connection for online learning is indeed influenced by one's location. Relating this to the
research objectives (RO) and research questions (RQ), this observation underscores the
importance of geographical factors in internet accessibility and its subsequent impact on the
effectiveness of online learning and student outcomes (UDA23). Specifically, it directly relates to
the objective of determining the relationship between internet accessibility and the effect of
online learning on student UDA23, as well as the research question probing the need for
internet accessibility and its influence on online learning. Understanding this relationship is
crucial for developing targeted interventions to address disparities in internet access based on
location, ultimately enhancing student participation, engagement, and performance in online
classes. Therefore, further exploration into the specific challenges associated with
location-based variations in internet quality and their implications for student learning outcomes
is warranted to inform equitable policies and support mechanisms in virtual learning
environments.

The distribution of responses to the question concerning the impact of financial status on the
ability to access high-speed internet for effective online learning indicates a noticeable trend.
While a minority strongly disagree (5.2%) or disagree (5.2%), the majority fall within the average
(44.2%), agree (31.2%), or strongly agree (11.7%) categories. This distribution suggests a
prevalent belief that financial status does indeed affect the ability to access high-speed internet,
which is essential for effective online learning. Relating this to the research objectives (RO) and
research questions (RQ), this observation underscores the significance of socioeconomic
factors in internet accessibility and its subsequent influence on the effectiveness of online
learning and student outcomes (UDA23). Specifically, it directly relates to the objective of
determining the relationship between internet accessibility and the effect of online learning on
student UDA23, as well as the research question probing the need for internet accessibility and
its impact on online learning. Understanding this relationship is critical for identifying and
addressing barriers to internet access faced by financially disadvantaged students, ultimately
promoting equity and enhancing student participation, engagement, and performance in online
classes. Therefore, further exploration into the specific challenges associated with financial
limitations and their implications for accessing high-speed internet is warranted to inform
targeted interventions and support mechanisms in virtual learning environments.

The distribution of responses to the question regarding the adequacy of university assistance for
students experiencing difficulty accessing the internet through alternate solutions reveals a
notable trend. While a minority strongly disagree (5.2%) or disagree (9.1%), the majority fall
within the average (54.5%), agree (19.5%), or strongly agree (14.3%) categories. This
distribution suggests a prevalent perception that universities may not be adequately supporting
students facing internet accessibility challenges through alternative solutions. Relating this to
the research objectives (RO) and research questions (RQ).

Furthermore, when examining the variable related to student engagement in online discussions,
the average response for students actively participating in discussions is 4.6, indicating a strong
engagement level. In contrast, students who are less involved in discussions have an average
response of 3.1, highlighting the impact of participation on the overall learning experience in an
online setting. Additionally, the analysis shows that students who receive timely feedback from
instructors have an average satisfaction score of 4.8, whereas students who experience delays
in feedback provision have an average satisfaction score of 3.5. This underscores the
importance of timely and constructive feedback in enhancing the online learning experience.

In conclusion, the results demonstrate that students' perceptions and experiences with various
variables impact online learning systems. such as usability, resource effectiveness, engagement
in discussions, and feedback quality. By understanding these variables and their impact on
students, to better suit the needs of their students and improve their overall learning experience,
instructors can customize online learning environments.
CHAPTER 5
CONCLUSION

5.0- aina

The significance of students' perceptions of how online education affects their mental health
cannot be overstated. As revealed by the study data analysis, these characteristics emerged as
critical drivers in comprehending the complicated relationship between online learning and
students' psychological health. The data shows (49.94%) that nearly half of the respondents
express concern about the potential negative effects of online teaching on their mental health,
with the majority remaining uncertain or conflicted. It is clear that this perception plays an
important role in shaping students' experiences in a virtual learning environment.

Further investigation of these perspectives can give academics and educators useful insights
into the underlying elements impacting students' emotional responses to online learning.
Acknowledging and addressing these concerns allows educational institutions to establish
tailored interventions and support systems that offset any negative consequences on students'
well-being. Recognizing the subjective nature of these views emphasizes the need of taking a
student-centered approach in building online learning experiences that promote mental health
and holistic development.

The high number of negative opinions about the influence of online learning on mental health
highlights the importance of continual communication and collaboration between students,
educators, and policymakers. By establishing open communication channels, stakeholders can
work together to investigate methods for improving mental health outcomes in online learning
environments. This collaborative approach could include proactive measures such as mental
health resources, counseling services, and mindfulness exercises to help youngsters develop
emotional resilience and coping mechanisms.

In conclusion, the study's findings highlight students' perceptions of the impact of online
education on their mental health, providing insight into the complex interplay between
technology-mediated learning and psychological well-being. Recognizing the significance of
these rumors and taking proactive steps to correct them enables educators and policymakers to
establish an online learning environment that is more hospitable and inclusive and that
encourages students' overall development and academic accomplishmen
5.1 Implications for managers and theory (PUT)

Based on our research on the Impact of Online Learning on UDA23 Students, the majority of
UDA23 students highlighted the complex nature of online learning, underlying both its benefits
and challenges. While platforms such as Kahoot, Padlet and Quizlet can improve student
engagement and learning, concerns remain about the impact on mental health, social isolation
and internet accessibility. Students report increased stress as a result of increased screen time
and reduced face-to-face interaction, with gaps in internet access hindering engagement. It is
important to address these issues to create a supportive online learning environment that
prioritizes student well-being and ensures equal access to effective educational resources and
tools, ultimately promoting a more inclusive and interactive learning experience. Following
Covid-19, the condition of online learning has affected many parties, including parents, who
must learn how to understand and then explain to their children. Next comes the teaching staff,
who are very impressed by the sudden need to change the structure of physical learning and
organize everything based on online learning, which presents them with a great challenge to
teach and ensure that their students understand what they will learn with the new norm. Last but
not least, the students themselves have to adapt in the era of online learning; it is surely not
easy, but they must confront it by focusing on learning in the new Norm.

There is also research that supports important theories about online learning. One of the
theories that can be supported by our research is the Technology Acceptance Model (TAM)
which emphasizes the importance of perceived usefulness and ease of use in the use of
technology. While tools such as Kahoot, Padlet, Google meet and Quizlet increase student
engagement by making learning more interactive, collaborative and effective in reinforcing
concepts, concerns about mental health implications, social isolation and internet accessibility
persist, potentially impacting the perceived value and usability of online learning platforms.
“TAM'' suggests that if a technology is perceived as practical as well as straightforward to use,
individuals are more likely to apply and accept it. However, survey findings show that factors
such as increased stress from screen time, limited in-person interactions and gaps in internet
access can make online learning feel less useful and harder to engage, reducing the perceived
value to students. Addressing these issues is essential to fostering a supportive online learning
environment that prioritizes student well-being, ensures equitable access to resources and
optimizes the effectiveness of educational tools, ultimately fostering a more inclusive and
engaging learning experience for all.
5.2 Limitations - alyaa

In conducting our research studies, we were faced with a couple of limitations that prevented us
from gaining more than what we managed to collect. Our research is as perfect as it can get but
without these limitations, we believe that a better and more detailed result can be produced.

Therefore, one of the limitations that we faced is the limited access to information. Even though
nowadays there are many Ai, websites or apps that we can search for articles, however we get
limited articles based on our topics within the range of 2019-2024. Although our topic is "Effects
of Online Learning towards Students" and it is the current trends of topics that people will talk
about, yet we still have a limitation to get the relevant article. However, we still manage to get a
few articles using sites such as 'Google Scholar'.

Other than that, our next limitation in carrying out this research is not being able to get all
respondents to respond. When we are carrying out our research, we are handing out our
questionnaires via WhatsApp or even asking for our friends help to targeted respondents, they
just look at the questionnaires and ignore it. This has forced us to go to every of their sections
several times to ask them to answer the questionnaires and ask for proof before we can make a
move. Yet, we still did not get our actual targeted number which is 103 respondents but however
we managed to get the minimum respondents which is 80 respondents to conduct the next step
of our research studies.

Lastly, our next limitation is the time limits. We were given a due date for this research. With the
accumulated number of assignments from other subjects, we believed that we can produce a
much better outcome if we were given a comfortable time period that we can work with. With
deadlines to meet, a lot of last-minute changes and last-minute planning has been made which
directly affected our final product.
5.3 Ethical Considerations - jiha

Concerning the effects of online learning towards students' research, ethical issues include
protecting data privacy, obtaining consent, and maintaining equity in the research design and
results. This entails safeguarding participants from any damage or exploitation in addition to
addressing any potential biases brought by online platforms and technologies. Furthermore,
researchers ought to respect academic honesty and openness in their methodology and results
reporting. Based on an article conducted by Intakhab Alam Khan and is published in the British
Journal of Education, Society & Behavioural Science , volume 13, issue 2, in 2016 “ Plenty of
reasons can be enlisted as to why ethics can be taught in educational institutions in general and
educational research in particular. The most important reason is that ethics guides and controls
people and activities associated with the educational institutions: Teaching, learning, doing
research or even guiding. In other words, ethical principles enrich the expected codes and value
systems that are essential in a human group that ensures accountability, shows mutual respect,
and practices fairness while discharging various responsibilities. Ethics and ethical
considerations in the area of education are ultimately concerned with the concept and practice
of plagiarism. It is an act of using the existing literature or works of previous authors or scholars
without proper citation and reference “ .

i) Potential Biases

In survey research, harm includes both social and psychological aspects. Reducing
psychological harm entails making sure survey questions are non-intrusive, considerate of
respondents' mental health, and cause as little discomfort or distress as possible. Protecting
survey respondents from unfavorable consequences, including prejudice or stigma, is known as
social harm prevention. This is especially important when it comes to delicate subjects like
mental health or academic achievement. Survey respondents' psychological and social suffering
can be addressed, allowing researchers to respect ethical norms and put their welfare first.

Researchers who act unethically, knowing that their actions violate moral principles, may incur
psychological distress in the form of guilt, stress, or anxiety. It may also have an impact on
people who have fallen prey to plagiarism or other forms of academic dishonesty, which can
result in a decline in confidence in the academic community. Besides ,when ethical standards
are broken in educational research, the wider effects on the community or society are referred to
as social harm. Peer trust loss, harm to educational institutions' reputations, and a breakdown in
the integrity of scholarly work are a few examples of this. In the end, these immoral actions have
the potential to upend society's foundation and damage education's standing as a noble
profession.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3996452/

ii) Respondents consent

A key ethical precept in survey research is informed consent, which mandates that before
participants consent to participate, researchers give them thorough and understandable
information about the study. This material usually includes specifics regarding the survey's goal,
the kinds of questions that will be made, the manner in which the data will be gathered,
processed, and kept, as well as any possible risks or rewards associated with taking part.
Researchers respect each participant's autonomy and rights while enabling them to make an
informed decision about participating by making sure they are aware of what their engagement
involves. Furthermore, informed permission lays the groundwork for moral and responsible data
gathering procedures by fostering confidence between participants and researchers. To prove
that survey respondents gave their free and informed consent, it is essential to record the
informed consent procedure. Researchers preserve the integrity of the research process and
show respect for participant autonomy by placing a high priority on informed permission.

https://researchbasics.education.uconn.edu/ethics-and-informed-consent/

iii) Confidentiality and Anonymity

When doing survey research on the effects of online learning on undergraduates, confidentiality
is an ethically crucial factor to take into account. It is imperative for researchers to maintain
participant confidentiality, which entails preventing individual responses from being associated
with particular individuals. This entails protecting data storage, replacing personal information
with anonymised identifiers, and granting only authorized research project participants access to
the data. Researchers preserve participants' anonymity and promote candid comments without
worrying about the consequences by promising confidentiality. Furthermore, participants should
be reassured by researchers about their data management procedures and that their answers
will be kept private and utilized just for study. This methodology guarantees that the
confidentiality of respondents is protected by preventing the identification of specific responses
in the reporting of survey results. Researchers preserve the integrity of the study process and
respect ethical standards by summarizing and analyzing data at the group level as opposed to
the individual level. Confidential reporting highlights the significance of confidentiality and data
security throughout the survey research process, which not only respects participants' right to
privacy but also contributes to the development of trust and credibility in the study findings.

https://www.surveylegend.com/research/survey-research-ethics-considerations/
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Appendices