CHAPTER 4

DATA ANALYSIS AND INTERPRETATION

This chapter includes the interpretation of data which has been collected by the

researcher to verify and to test hypothesis of the study. This chapter also includes the item

wise analysis and interpretation of the tables. The tables show the results of students’

academic achievement and the effect of E-learning as supplement to traditional method of

learning during COVID-19. The purpose of the study was to investigate the students’ attitude

towards online/e-learning to compare the male and female students, their attitude, and to

identify the problems faced by students during online/E-learning and to give the suggestions

for improving learning. Descriptive research method was adopted for the research.

Population of the study was the students of Southern Universities in which Bahauddin

Zakariya University, The Islamia University of Bahawalpur and Khawaja Farid University in

which BS, M.A/M.Sc and MS/M.Phil students were included as population sample.
Graph 4.1: Gender wise distribution of the students

53%
0.52
52%

51%

50%

49%

0.48
48%

47%

46%

45%
Male Female

Percentage

Graph 4.1: Gender wise distribution of the students

The population sample of the students taken by the researcher from the Southern

Universities of Punjab Included BZU, IUB and KFUEIT were 48% male and 52% female.

This demographic percentage distribution of the students as male female is shown in the Bar

graph above.
Graph 4.2: Age wise distribution of the students

70%
62%
60%

50%

40%
32%
30%

20%

10% 6%

0%
Percentage

Less Than 18 18-25 26-35

Graph 4.2: Age wise distribution of the students

Age wise students’ distribution of the sample population in the mentioned universities

of Punjab is shown in the bar graph. The participants under this observation are age wise

shown in the bar graph 4.2. The students of age less than 18 years participated 32% in this

research. 18-25 age group was consisted only 6% of the students as sample population. A

large no of the participants 62% of the students were of 26-35 in this research.
 Graph 4.3: Class wise distribution of the students

60%

50% 49%

40%

30% 28%
23%
20%

10%

0%
Percentage

BS M.A/M.Sc MS/M.Phil

Graph 4.3: Class wise distribution of the students

The researcher concluded the students’ participation ratio by showing the graph 4.3.

In this graph, shown the BS students’ percentage was 23% about online learning during the

COVID-19. 28% M.A/M.Sc students participated in this study about online learning and the

large number of students about 49% were of MS/M.Phil. This demographic graph shows the

students participation in the particular research.

 Graph 4.4: Distribution of the Students by Internet Browsing

100%

90% 88%

80%

70%

60%

50%

40%

30%

20%
12%
10%

0%
Percentage
Yes No

Graph 4.4: Distribution of the Students by Internet Browsing

The students under observation were also asked their expertise in internet browsing.

This specific measure of the students was necessary as the online learning involves the

internet browsing and computer usage. In this era of technology COVID-19 performed a vital

role in online learning because all the institutions were affected in the whole world by this

Nov-Corona Virus. 88% students were aware of internet browsing while 12% students are not

aware of this usage. Graph 4.4 shows the pictorial representation.

Graph 4.5: Distribution of the Students by Computer proficiency

100%
93%
90%
80%
70%
60%
50%
40%
30%
20%
10% 7%

0%
Percentage
Yes No

Graph 4.5: Distribution of the Students by Computer proficiency

Computer proficiency is most common technology usage by the students at

Undergraduate and postgraduate level. The technology has incorporated into all aspects of

life including education. The “Pandemic” COVID-19 played a vital role to espouse the

technological usage for the studies. These continue closure of educational institutions has

changed the learning system and students are using media to continue the studies during

lockdown situation. This graph represents the computer usage and proficiency among the

students. More than 93% students are proficient in Computer usage. And only 07% students

are not proficient but they can also work little bit for their study purpose.
Graph 4.6: Mobile use Experience wise distribution of the Students

120%

100%
100%

80%

60%

40%

20%

0%
Percentage
Yes No

Graph 4.6: Mobile use Experience wise distribution of the Students

This graphical representation of the mobile use experience shows the 100% proficient

by the students. This technological era has made the whole world as global village because of

internet and smart phones. This representation also shows the 100% experience. Although it

may be little bit less in back/rural areas, but at maximum extent, this approaches to 100%. In

this research all the students showed their 100% mobile use experience.
Table 4.1
Factor 1: The e-learning experiences of university students during covid-19
SDA & DA SA & A
S. # Statement Μ
ƒ % ƒ %
Feeling ease about online classes during
1 63 23.25 112 41.33 3.00
Covid-19
2 I like online learning during COVID-19 65 23.99 156 57.56 3.47
Online learning effected the education
3 65 23.99 139 51.30 3.38
system badly during covid-19
Online learning also saved us from the
4 52 19.19 195 71.96 3.71
pandemic
In online class, Recorded Lectures are
5 not effective as compared to live 96 35.42 164 60.52 3.31
session.
6 Online Learning Better for all students 183 65.53 49 18.08 2.49
learning from home is Safe during
7 67 24.72 184 67.90 3.39
covid-19
Students' access to media is a big
8 90 33.21 155 57.20 3.30
problem.
It's simple to understand online
9 104 38.38 120 44.28 3.01
learning.
Due to covid-19, online learning is
10 69 25.46 192 70.84 3.76
becoming more popular.
During covid-19, synchronous
11 education raises the course completion 68 25.09 147 54.24 3.34
percentage.
Due to COVID-19 issue, universities
12 35 12.92 181 66.79 3.75
must hold training sessions.
COVID-19 has changed the learning
13 25 9.23 246 90.77 4.14
system suddenly
Accumulative The e-learning experiences of university students during
3.39
covid-19 (Mean)
 Table 4.1 shows the E-learning experience of the University students during COVID-

19. This rapid and snowballing “Pandemic” opened many ways of teaching-learning process.

Although E-learning/ Distance learning is not a new process to the students. But in the South

region of the Punjab, in the Universities, the E-learning was not famous before the

“Pandemic”. Long term closure of institutes brings this change to the students.

The Factor 1 table of E-learning experience consists of 13 items in which are

concluded on the basis of students of South Punjab Universities towards online learning

during COVID-19. The students adopted this online/E-learning method due to closure of the

educational institutes. However, they faced many difficulties during this session in which

internet access is the main problem in rural areas. Another issue was there that the mostly

students were unaware of media usage. This sudden outbreak created many issues still

unresolved. With the passage of time, this technology usage will be familiar and online/e-

learning will become more effective and popular.

Table 4.2

Factor 2: Identification of the beneficial e-learning resources

SDA & DA SA & A

S. # Statement Μ
ƒ % ƒ %
Synchronous e-learning is preferable to
14 54 19.93 102 37.64 3.34
asynchronous e-learning
Instead of attending live classes, I like to
15 42 15.50 145 53.51 3.50
watch recorded lectures.
The use of simulations in online learning
16 4 1.48 159 56.65 3.66
makes it more effective.
Synchronous online learning attracts me
17 0 0 161 59.41 3.60
because it blends online and offline learning.
A substantial proportion of participants will
18 65 23.99 161 59.41 3.33
benefit from online learning.
I prefer online learning because it allows me
19 69 25.46 188 69.37 3.76
to study from everywhere.
In the future, online learning can be used to
20 23 8.49 227 83.76 3.93
its full capacity.
Watching stored lectures repeatedly enhances
21 50 12.92 167 61.62 3.57
the credibility of asynchronous e-learning.
The majority of students use web-based
22 46 16.97 203 74.91 3.80
instructional materials.
I like collaborative learning because it gives
23 52 19.19 188 69.37 3.53
more time to work.
Online education reduces many of the social
24 90 33.21 142 52.40 2.99
challenges that students face in the classroom.
Synchronous learning during covid-19
25 75 27.68 164 60.52 3.45
increases the course completion rate.

Computer competency practice for teachers is

26 78 28.78 167 61.62 3.38
a major overlooked aspect of online learning.

Accumulative Identification of the beneficial e-learning resources (Mean) 3.53

 Table 4.2 shows the Benefits of E-learning experience of the University students

during COVID-19. This rapid and snowballing “Pandemic” opened many ways of teaching-

learning process. Although E-learning/ Distance learning is not a new process to the students.

But in the South region of the Punjab, in the Universities, the E-learning was not famous

before the “Pandemic”. Long term closure of institutes brings this change to the students.

The Factor 2 table of E-learning experience consists of 13 items in which results

about e-learning beneficial resources are concluded for online learning during COVID-19.

There are many benefits that were expressed by the students in this research study. Mainly,

the students highlighted the safety measures during this wide spread disease. Stay home stay

safe slogan is quite deep and effective for all human being especially for the students who

regularly gather at institutes on regular basis and seek knowledge. Learning and teaching

from home became more safe and convenient. Although there is a basic need of physical

learning but according to the global issue, E-learning showed its own worth. The students

adopted this online/E-learning method due to closure of the educational institutes. However,

they faced many difficulties during this session in which internet access is the main problem

in rural areas.

Table 4.3
Factor 3: The evaluation of e-learning effects on students’ satisfaction, performance and
motivation during covid-19
SDA & DA SA & A
S# Statement Μ
ƒ % ƒ %
Discipline is lacking in the lives of
27 52 19.19 189 69.74 3.75
students in online learning institutes.
During covid-19, synchronous education
28 68 25.10 147 54.24 3.34
raises the course completion percentage.
Computer competency practice for
29 teachers is a major overlooked aspect of 78 28.78 167 61.62 3.38
online learning.
Study of the Students from backward
30 11 04.06 214 78.97 4.12
areas too much affected by this Pandemic
Students find online classes more
31 60 22.14 147 54.24 3.38
difficult than physical classes.
I dislike online learning due to internet
32 57 21.03 131 48.34 3.48
non availability.
Students experience internet issues
33 16 5.90 204 75.28 3.99
mostly during online learning time.
Online learning allows students to watch
34 recorded lectures, which is not available 53 23.25 208 76.75 3.80
in physical lectures.
During covid-19, synchronous education
35 68 25.10 147 54.24 3.34
raises the course completion percentage.
Synchronous learning during covid-19
36 75 27.68 164 60.51 3.45
increases the course completion rate.
We can use simulations to clarify
37 69 25.46 147 54.24 3.21
concepts of online learning.
In the future, online learning can be used
38 23 08.48 227 83.76 3.93
to its full capacity.
Accumulative The evaluation of e-learning effects on students’ satisfaction,
3.32
performance and motivation during covid-19 (Mean)
 Table 4.3 demonstrates that the e-learning acceptance of University students. The

scale that measures the e-learning acceptance of University students contained 12 items.

Majority of the University students agree with the statement that they are easy and

safe at home for the studies during the “Pandemic”. 71% students agree that they learned

the programs via e-learning but 29% students disagree with this statement. However

students agree that e-learning via internet create positive attitude among the students

91% students agree with the statement that University students feel comfortable via E-

learning. Accumulative mean score 2.52 reveals moderate acceptance of e-learning/online

leaning from home during such circumstance or in any other situations.

This chapter contains details, analysis and interpretation of the data.

Table No. 4.4: Online learning affected the education system badly during covid-19

Gender N Mean SD T-Value P-Value

Male 131 3.50 1.003

2.124 .035
Female 140 3.26 .909

Table 4.4 shows the students comparison of effectiveness between male and female

students about COVID-19 disease. The P-value (0.035) is less than (0.05) level of

significance; it means that there was significance difference between male and female

students about effectiveness of online/e-learning during pandemic at university level.

Table No. 4.5: COVID-19 has changed the learning system suddenly

Gender N Mean SD T-Value P-Value

Male 131 4.30 .926

2.220 .026
Female 140 4.00 1.247

In the table 4.5, The P-value (.026) is less than (0.05) level of significance; it means

that there was significance difference between male and female students about rapid change

of learning system from home during pandemic.

Table No. 4.6: I believe that in the future, online learning can be beneficial.

Gender N Mean SD T-Value P-Value

Male 131 3.38 1.205

-4.005 .000
Female 140 3.57 1.040

In the table 4.6, The P-value (.000) is less than (0.05) level of significance; it means

that there was significance difference between male and female students about their belief

that in the future, online learning can be beneficial.

Table No. 4.7: in the future, online learning can be used to its full capacity.
 Gender N Mean SD T-Value P-Value

Male 131 3.73 1.000

-4.147 .000
Female 140 4.11 .466

Table 4.7 shows the comparison between male and female students about online

learning can be used to its full capacity in future. The P-Value is (.000) which is less than the

0.05 level of significance and there was a significance difference between male and female

students for the online learning usage to its full capacity in future.

Table No. 4.8: Instead of attending live classes, I like to watch recorded lectures.

Gender N Mean SD T-Value P-Value

Male 131 3.35 .929

-2.577 .010
Female 140 3.64 .960

Table 4.8 shows the student’s comparison of male and female students for the use

recorded lectures for online learning that makes it more effective during COVID-19 disease.

The P-value (.010) is less than (0.05) level of significance; it means that there was

significance difference between male and female students about students’ choice of online/e-

learning during pandemic at university level.

Table No. 4.9: The use of simulations in online learning makes it more effective.
 Gender N Mean SD T-Value P-Value

Male 131 3.50 .649

-3.825 .000
Female 140 3.80 .626

Table 4.9 shows the student’s comparison of male and female students for the use of

simulations in online learning that makes it more effective during COVID-19 disease. The P-

value (.000) is less than (0.05) level of significance; it means that there was significance

difference between male and female students about the use of simulations in online/e-learning

during pandemic.

Factor 4
Table No. 4.10 How would you suggest improving the digital/E-learning?

Sr. No Statement Percentage

1 High speed internet should be provided 55%
2 Low price internet must available 34%
3 Free PCs/ laptops 07%
4 Training conduction before the commencement of class 2.6%
5 Others 1.4%

In this table 4.10, all the students suggested that the ways of improving the e-

learning/online learning in multiple ways. Fifty five percent students agreed that there should

be high speed internet to continue the uninterruptible learning process. Thirty four percent

suggested that the internet availability of speed must be at reasonable price so that the

students can easily avail it. The remaining students suggested in other different ways for

improving the e-learning.

Table No. 4.11 What best describes your typical internet access?

Sr. No Statement Percentage

1 Mobile 4G is fast in speed but costly and sometime signal issue 57%

2 PTCL Broadband is reliable and cost effective 35%

3 College and University internet and labs availability 04%

4 Govt. Free Wi-Fi availability 3%

5 Others 1%

Table no. 4.11 shows the students’ views about internet access that this is a big hurdle

in e-learning. Majority of the students about fifty seven percent described the speed of

internet. Other thirty five percent explained the PTCL broadband reliability and accessibility.

The remaining seven percent described that the facility of internet must be provided by the

institutes.
Table No. 4.12 How difficult or easy is it to use the distance learning technology
(computer, tablet, video calls, learning applications, etc.)?
Sr. No Statement Percentage
Mobile Phones and tablets are used in online distance learning
1 75%
effectively
2 PCs usage is convenient 18%
3 Zoom, Facebook and emails for distance learning are reliable 05%
4 Others 02%

In this table no. 4.12: Majority of the students suggested the use of electronic devices

is very important in e-learning. If the students are unaware of using devices, tools or

applications, there will be a great difficulty in learning. Seventy five percent of the students

recommended the proper device usage for online learning.

Table No.4.13 Exactly what sort learning would you like to get right now during
COVID-19?
Sr. No Statement Percentage
1 Online Learning 71%
2 Physical learning with simulations and Media 21%
3 Hybrid Learning with alternative days 07%
4 Others 1%

Table no 4.13 shows the students’ interest about learning digitally during COVID-19.

Seventy one percent liked e-learning because of severe “pandemic”. But twenty one percent

showed a different response and liked physical classes. This was due the unawareness of e-

learning and lack of availability of devices and internet.