EFFECTS OF ONLINE LEARNING ON THE PERFORMANCE OF STUDENTS A

CASE STUDY OF JOMO KENYATTA UNIVERSITY OF AGRICULTURE AND

TECHNOLOGY

Eucabeth Achieng

Jacinta Kawila Nzuki

Joan Momanyi Kerubo

Purity Lilian Nekoye

Joy Kendi Muthee

A Research Proposal Submitted to the Department of Telecommunication and Information

Engineering in Partial Fulfillment of the Requirement of the Degree of Bachelor of Science
in Telecommunication and Information Engineering of the Jomo Kenyatta University of
Agriculture and Technology

2023
 DECLARATION

This is our original work and has not been submitted for a degree in any other university.

Signature: …..................................................................... .........................................

Eucabeth Achieng Date:

ENE221-0122/201

Signature: …........................................................................ .........................................

Jacinta Kawila Nzuki Date:

ENE221-0101/2019

Signature: …..................................................................... .............................................

Joan Kerubo Momanyi Date:

ENE221-0111/2019

Signature: …...................................................................... ........................................

Purity Lilian Nekoye Date:

ENE221-0100/2019

Signature: …...................................................................... …...................................

Joy Kendi Muthee Date

ENE221-0234/2019

This proposal has been submitted for examination with my approval as University Supervisor

Signature: ….................................................................... …...........................................

Mr. Stephen Kuria Maina Date

 ACKNOWLEDGEMENT

We would like to thank the Lord for the far He has carried us with mercy and enabling us to
finish this work in good health.

We would like to thank our Lecturer Mr. Stephen Kuria Maina for his continuous support he has
shown us by guiding us throughout the research and helping us whenever we were stuck. He has
been of great help and guidance.

We would like to acknowledge our family members who have continuously kept us in their
prayer and them supporting both financially and emotionally we don’t take that for granted. They
have been sending us encouraging words.

We would finally love to thank all our classmates who helped us whenever we felt stuck and
even as we worked together it was a great motivation for all of us to keep going. We also would
love to thank ourselves for always working together as a team.

ABSTRACT

This paper examines the role of online learning on the performance of students in Jomo
Kenyattta University. The onset of the COVID-19 pandemic into the country in 2020 played a
significant role in revolutionizing the mode of learning everywhere in the world. Jomo Kenyatta
University students alongside other students all over the world had to embrace online studies to
enable distance learning, and this has had a significant impact in their overall performance.
Incorporating evidence from structured questionnaires administered to various undergraduate
students in the university, and analysing their performance records, the experiment establishes
that a there is a negative trend in students performance with increasing online learning activities.
More than half of the students who participated in the experiment expressed their dissatisfaction
with the high levels of distraction, poor student-student and student-instructor engagement
together with the high levels of examination irregularities that came with online learning. This,
therefore brings us to a conclusion that physical learning is the most preferred mode of learning
by undergraduate university students' as compared to the asynchronous and synchronous online
types. This, of course, is with regards to student satisfaction and their overall class performance.

Keywords: Online, Physical, Examination Irregularities, Asynchronous, Synchronous,

Undergraduate Students, Student Satisfaction, Student Performance

ABBREVIATIONS AND ACRYNOMNS

BI Behavioral Intention

CAT Continuous Assessment Test

CLT Cognitive Load Theory

COANRE College of Agriculture and Natural Resources

COETEC College of Engineering and Technology

COHES College of Health Sciences

COHRED College of Human Resource and Development

COPAS College of Pure and Applied Science

PEU Perceived Ease of Use

PU Perceived Usefulness

RCT Randomized Controlled Trial

SRL Self-Regulated Learning

TAM Technology Acceptance Model

 CHAPTER ONE

INTRODUCTION

1.1 Background of Study

Online study has gained significant popularity and adoption worldwide. It has provided access to
education for individuals who face geographical, financial, or other barriers to traditional
education, international collaboration, cultural exchange, and also global workforce readiness.

1.1.1 Global Perspective

As of March 2020, the global perspective on online learning had been rapidly evolving due to the
COVID-19 pandemic. Online learning became a necessity for many educational institutions
worldwide to continue delivering education during lockdowns and social distancing measures
(Jung & Gunawardena, 2021, pp. 13–22). It has provided a means for increased accessibility
with the potential to reach learners regardless of their geographic location, socioeconomic
background, or physical limitations. It enables individuals to access educational resources,
courses, and experts from around the world, expanding opportunities for lifelong learning.

In addition to this, online learning has also enabled students and educators from different parts of
the world to collaborate and learn from diverse perspectives. This global collaboration has
played a great role in enriching the educational experience and fostering

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cultural understanding for the students.

1.1.2 African Perspective

The African perspective towards online learning has been evolving over the years. Driven by
advancements in technology, improved internet connectivity, and the need to address educational
challenges, many African countries have recognized the potential of online learning to increase
access to education, especially in remote and underserved areas (Nafukho, 2022). Governments,
educational institutions, and organizations are investing in e-learning platforms and
infrastructure to expand educational opportunities.

1.1.3 Regional Perspective

Regionally, embracing online learning has become increasingly necessary owing to several
compelling reasons. First and foremost, online learning provides unparalleled accessibility to
education (Nafukho, 2022). It eliminates geographical barriers, allowing individuals from any
location to access educational resources and courses. People can learn at their own pace,
regardless of their location, and benefit from the expertise of instructors and institutions around
the world.

Additionally, it offers flexibility in terms of scheduling and pacing. Learners can access course
materials and lectures at their convenience, enabling them to balance their studies with other
responsibilities like work or family commitments. This flexibility is particularly beneficial for
adult learners, working professionals, and individuals with busy schedules.

Another advantage is that online learning platforms often provide a wide range of resources such
as videos, interactive modules, quizzes, discussion forums, and downloadable materials. This
variety of resources caters to different learning styles and preferences, enabling learners to
engage with the content in ways that suit them best.

The COVID-19 pandemic highlighted the significance of online learning as a means to ensure
educational continuity during crisis situations. It demonstrated the importance of having robust
online learning systems in place to adapt to unexpected disruptions. Embracing online-learning
equips educational institutions and learners with the necessary tools and infrastructure to
navigate such challenges effectively.

1.1.4 Kenyan Perspective

In Kenya specifically, embracing online learning is necessary due to its accessibility, flexibility,
diverse learning resources, personalization, cost-effectiveness, support for lifelong learning,
interactivity, and preparedness for unforeseen circumstances (Tarus &Gichoya, 2020). It
empowers individuals with greater educational opportunities, regardless of their circumstances,
and plays a vital role in the future of education.

Owing to these advantages, a lot of research has been done on the same to show that online
learning can be as effective as traditional classroom-based learning in terms of academic
outcomes. A meta-analysis conducted by the U.S. Department of Education in 2010 found that
students in online learning conditions performed better, on average than those receiving face-to-
face instruction (Kaliisa & Picard, 2021). However, the effectiveness of online learning can vary
based on factors such as instructional design, learner characteristics, and the level of interaction
and support provided.

Our paper, therefore, takes a keener interest in some of the effects of online learning on the
overall performance of students at Jomo Kenyatta University. We aim to find more personalized
effects of online study on the learning culture of the students, that is, in comparison to the
traditional physical methods used for teaching.

1.2 Statement of the Problem

Prior to the COVID-19 pandemic in 2020, in-person learning was the most prevalent form of
learning after which the imposed health precautions that restricted personal interaction
necessitated adoption of full-time online learning. Being a relatively new concept, its
effectiveness hasn’t been established and student performance is the best way to measure this.
While within the in-person learning system student performance is measured by such elements as
participation in class, enthusiasm and grades in standardized exams, online-learning limits this as
interaction is limited. For courses that require practical sessions online classes are ineffective
thus not fulfilling the full course requirements such that the student’s experience might be
questionable in real world experiences. School experience is supposed to help students with
social experiences by interacting and collaborating with people from different backgrounds and
students who undergo online learning most likely miss out on this due to the impersonal nature
of virtual interaction.

The performance of students is affected by factors such as the quality of the tutor, the student’s
infrastructure and connectivity to the internet and their enthusiasm in class. Due to the abrupt
change that necessitated the change from the traditional learning system to online learning, both
students and tutors faced significant challenges ranging from inexperience in navigating online
conferencing platforms, overwhelming range of platforms to choose from and lack of preparation
in terms of software and infrastructure (Almaiah et al., 2020). This forced some students to miss
classes and prolong their courses by the months that in-person learning could not be done.
Quality assurance has also been hard since it is hard to supervise online exams therefore it is
easy for students to commit academic fraud by cheating (Herdian et al., 2021) Our research seeks
to gain insight into the overall effect of online learning as compared to the traditional learning
model. The findings of this research will help institutions and tutors to better serve students by
re-modeling the learning system for better performance of the students.

1.3 Research Objectives

General Objective:

To determine the effect of online study on the performance of students in Jomo Kenyatta
University Agriculture and Technology.

Specific Objectives:

i. To ascertain the effect of asynchronous learning on the performance of students in Jomo

Kenyatta University Agriculture and Technology.
ii. To find out the effect of synchronous learning on the performance of students in Jomo
Kenyatta University Agriculture and Technology.
iii. To establish the effect of physical learning on the performance of students in Jomo
Kenyatta University Agriculture and Technology.
1.4 Research Questions

i. What are the effects of asynchronous learning on the performance of students in Jomo
Kenyatta University of Agriculture and Technology?
ii. What are the effects of synchronous learning on the performance of students in Jomo
Kenyatta University of Agriculture and Technology?
iii. What are the effects of physical learning on the performance of students in Jomo
Kenyatta University of Agriculture and Technology?
1.5 Justification of the Study
In recent years, online learning has spread across all types of educational institutions. The
emergence of varied learning platforms, increased internet accessibility, and technological
improvements have accelerated this transition. However, there has been significant contention
and discussion over how online learning affects students' academic performance. Therefore, it is
crucial and necessary to conduct a thorough study that investigates how online learning affects
students' academic performance (Suresh, Priya & Gayathri, 2018).
Online learning has been embraced substantially over the past several years in all types of
learning institutions. As a result, this proposal acknowledges the need to investigate this change
and its implications for the students' performance. It is crucial for policymakers, educators, and
other stakeholders to have a clear understanding of the efficacy of online learning to make well-
informed decisions about how to incorporate them into conventional educational frameworks.

In addition to letting students access educational materials outside of a traditional classroom

setting, online learning presents great opportunities for personalized and autonomous learning. It
is vital to investigate the effects of these innovative educational techniques on student
performance, including whether they increase general academic results, develop independence in
learning, or boost their academic performance (Suresh, Priya & Gayathri, 2018).

This proposal aims to pinpoint the elements that influence whether online learning endeavors are
successful or unsuccessful. By investigating a variety of factors, including course structure,
instructional strategies, technological capabilities, and student involvement, we can identify
important factors that affect how well students perform in online learning settings. This
information can aid instructors in creating more successful online courses and giving students the
support, they need.

Online education has the capacity to decrease the performance gap by giving students who are
restricted by physical, social, or economic constraints access to a high-quality education.
However, it is crucial to make sure that online learning does not worsen already-existing
disparities. This study will investigate if online learning has an equivalent impact on students
from various socioeconomic backgrounds to identify any potential discrepancies and develop
measures to solve them.

The results of this study will help educators understand the benefits and drawbacks of online
learning. Instructors may modify their teaching strategies, make use of the advantages of online
learning, and address its drawbacks by assessing the influence on student performance.
1.6 Scope of the Study

The scope of the study examines the academic performance of students in environments across
different colleges in the university. We also investigate the ramification of online learning in
different fields such as mathematics, engineering, sciences, social sciences, etc. we evaluate the
efficiency of online learning platforms, resources and tools in promoting the engagement of
students during these classes. We assess the impact of online learning on the cognitive ability of
the students and their critical thinking skills. We compare the general performance of the
students undertaking synchronous learning against those learning online. We analyze the impact
of online learning in promoting independent studying among students and their social and
emotional well-being.

The study is going to cover the entire university. We are going to collect data from the different
colleges to assess how they have adopted the method of learning and their effects on the general
student performance. The study should take three months so as to evaluate an entire semester.
 CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

This section takes a more theoretical look into the effects of online study on the performance of
students. It covers theoretical, empirical literature and conceptual framework.

2.2 Theoretical Framework

Theories are developed by researchers who try to explain phenomena, draw connections and
make predictions. According to McCombes (2022), the theoretical framework is a foundational
review of existing theories that serves as a roadmap for developing the arguments that will be
used in your work. It justifies and contextualizes someone’s later research, and it is a crucial step
for setting up someone for success later in the research and writing process. Quite a lot of
research has been conducted to establish the effectiveness and limitations of online study owing
to its ubiquity in the current age. Some of the theories developed to substantiate the efficacy of
online learning include:

2.2.1 Cognitive Load Theory

This research field finds its roots in work by Sweller and colleagues in the late 1980s and early
1990s (Chandler & Sweller 1991; Sweller 1988,1989). Their Cognitive load Theory has
subsequently had a great impact on researchers in the field of education. This theory asserts that
learning is hampered when working memory capacity is exceeded in a learning task. According
to David (2015), Cognitive Load Theory is the amount of mental effort involved in working
memory during a task and can be categorized into germane, (related to activities that a student
can do), intrinsic (related to that activities that the students do) and extraneous effort (everything
else). Since the working memory has limited capacity and the brain will shudder from overload if
learners are presented with too much information, causing inefficient learning, it is essential to
balance the three types of loads to promote learning efficiency (Clark, Nguyen & Sweller,2015)

Different researchers have supported this theory in their studies. A study by Bodemer and Faust
(2006) found that when students were asked to integrate separated pieces of information,
learning was better when learners could do this physically compared to when they did this
mentally. Because doing mentally increases chances of overload which is harmful to learning.
Another example is by Lusk et al. (2019), who measured participants' individual working
memory capacity with OSPAN test and assessed the effects of segmentation of multimedia
material in relation to working memory capacity. They found that students with high working
memory capacity recalled more than students with low working memory capacity and generated
more valid interpretations of the materials presented.

However, some of the limitations associated with this theory include; different students have
different optimal loads based on different knowledge hence in let's say a class of thirty-nine
students a teacher can waste a lot of time trying to differentiate a task based on each individual
student’s ideal load. Sometimes the theory is misinterpreted. In the past, people thought the less
the mental load the better, which is not the case. Too much cognitive load means that
information will be lost and too little means that students won't learn therefore the amount has to
be right. Lastly, it is hard (impossible) to practically gauge how much cognitive load each
student can take.

Whether learning is synchronous, asynchronous or physical, students cannot be overloaded with

lots of work because it leads to poor understanding, retention and learning. CLT comes into play
when the demand for your working memory capacity is imposed by distractions that are not
directly relevant to what it is trying to do. This could be a basic secondary task in the
background, for example in the synchronous case where a student can be listening to a lecture
explaining a concept such as how MATLAB works while in the background there are noises
from outside such as crusades or motorbikes passing. In physical learning, A lecture can be
explaining an important math problem while other students are making noises and dragging
chairs. This leads to poor performance due to all the distractions created. This is an example of
extraneous cognitive load (Concerned with the environment teachers subject the students to).

2.2.2 Self-Regulated Learning Theory (SRL)

The study of Self-regulation originated from the social cognitive theory represented by Bandura
(1997). Zimmerman proposed the concept of Self-Regulated Learning (SRL) for the first time in
Contemporary Educational Psychology in 1986. Since then, educational Psychology researchers
have explained this theory in different perspectives. SRL, according to researchers, occurs when
learners take the initiatives to set learning goals and then monitor, adjust and evaluate their
cognition, motivation, emotion, behavior and environment to achieve them (Zimmerman &
Schunk, 1989; Schunk & Zimmerman,1994).

Numerous studies have shown that effective learning regulation is essential for success (Lawson
et el.,2019). Bjork (2013) reported in his research that learners select methods that are easy to
use or to accelerate progress even if they believe other effortful and less rapid methods for
studying would be better for learning. Similarly, Procrastination and other self-handicapping
techniques such as when learners report intentionally choosing not to study so they have an
excuse for poor performance are forms of SRL because learners intentionally decide how to
regulate their engagement in (or disengagement from) learning. These decisions depress
achievement.

Despite SRL having so many advantages it has its limitations. Firstly, Self-regulation theory
tends to focus on individual level factors and may overlook the influence of social and
environmental behavior. Secondly, Self-regulation Theory may not fully account for the role of
emotion and in self-regulation. Emotions can be powerful motivators and can interfere with self-
control in certain situations. Lastly, the theory assumes that self-regulation is a conscious and
intentional process but, many behaviors are automatic and unconscious. This can limit the
applicability of self-regulation theory to certain behaviors, such as habits and impulsive actions.
In asynchronous learning, immediate tutor’s control and guidance is missing so learning
motivation plays an important role.

Synchronous Learning: In synchronous learning, where students and instructors interact in real-
time, self-regulated learning can be applied through goal setting that is by encouraging students
to set specific and achievable goals for the session, such as participating actively, asking
questions, or completing specific tasks. Metacognitive Strategies in teaching students how to
plan their learning, monitor their understanding, and evaluate their progress during synchronous
sessions. Self-Reflection by promoting reflection on their learning experience during and after
the session, identifying areas of improvement, and setting goals for future sessions.
Asynchronous Learning: In asynchronous learning, where students access and engage with
materials at their own pace, self-regulated learning can be applied by: Time Management in
helping students plan their study schedule, set deadlines for completing tasks, and monitor their
progress independently. Self-Monitoring in encouraging students to track their progress, identify
areas of difficulty, and seek additional resources or support when needed and self-evaluation in
providing opportunities for students to assess their own learning, such as through quizzes, self-
assessments, or reflective assignments.

2.2.3 Technology Acceptance Model (TAM)

The Technology Acceptance Model was developed by David (1989) to be used in predicting the
user acceptance of any information technology and to diagnose design problems before the user
uses this system. It has been one of the most influential models of technology acceptance with
two primary factors influencing an individual’s intention to use new technology; Perceived ease
of use (PEU) and perceived usefulness (PU). According to Cho, Davidson, Gay and Leo (2003)
perceived usefulness is defined as “the degree to which a person believes that the use of
technology will produce better outcomes. PEU explains the user’s perception of the amount of
effort required to utilize the system or the extent to which a user believes that using a particular
technology will be effortless (Alrafi, 2019). The core idea of TAM is that the user's acceptance
of technology is determined by his/her behavioral intention, which in turn is determined by
his/her PU and PEU (Wu, 2009). Behavioral Intention (BI) is used to express “The extent to
which a student formulates a conscious plan to use or not to use online learning related activities
(Ignatius & Raymah, 2005; Bush & Clement, 2011; and Huang & Li, 2009). Also, TAM users
suggest that users formulate a positive attitude towards a technology when they perceive it to be
useful and easy to use (Cho et al., 2003).

TAM was used by Kim (2010) to study the behavioral intention (BI) of scholars in higher
institution of learning and utilize a web-based application evaluation framework as an instrument
to assess their specialized capacity in e-book creation, The study discovered that participants'
computer self-efficacy positively influence PEU and PU. Participants’ PU and PEU also had
considerable and direct influence on their intention to utilize the framework. Thus, when a
person possesses a greater point of view of the usefulness and ease of use of the web valuation
framework, that individual will be more willing to utilize the framework. This recent study
investigated the factors influencing the adoption of online learning platforms during the COVID-
19 pandemic. The findings revealed that perceived ease of use, perceived usefulness, and social
influence significantly influenced students' intention to use online learning platforms (Kim,
2010).

TAM however has some limitations such as in the context of online learning its focus on
individual attitudes and perceptions towards technology. TAM suggests that users' intention to
use technology is influenced by their perceived usefulness and ease of use. However, in the case
of online learning, there are other factors that can impact technology acceptance beyond
individual attitudes. For example, TAM does not consider the role of external factors such as
institutional support, infrastructure, and accessibility. These factors can greatly influence the
acceptance and usage of technology in an online learning environment. Without proper
institutional support, such as training and technical assistance, students may struggle to use the
technology effectively, regardless of their attitudes towards it.

Furthermore, TAM does not account for other factors that are specific to the online learning
context, such as the importance of social presence and interaction among students and
instructors. Online learners often value opportunities for collaboration, communication, and
feedback. These factors can significantly influence the acceptance and success of online learning
technologies, but they are not captured by TAM.

Overall, applying the Technology Acceptance Model in physical, synchronous, and

asynchronous learning environments can help educators understand students' perceptions,
attitudes, and intentions towards the technology being used. This understanding can contribute to
the successful implementation and integration of technology into the learning process, ultimately
enhancing students' learning outcomes. For synchronous it can be how students accept the
introduction of technologies such as new web conferencing for virtual.
 2.3 Empirical Review

2.3.1 Asynchronous Learning and Student Performance

Demirtaş, B. K., & Türk, U. (2022). Student performance under asynchronous and synchronous

methods in distance education: A quasi-field experiment.

The study was conducted in a state university in Turkey. It uses the stratified sampling

method to make a comparative analysis on the advantages of asynchronous learning over the

other instruction formats. The study was conducted during the Covid19 pandemic when a lot of

physical lessons were being phased out by the government directive of a national lockdown. It

was, therefore, easy to highlight the differences between the increasingly upcoming

asynchronous study and the previously used synchronous and physical methods of study.

A stratified sampling method is used to collect the data. Undergraduate learners from a

sum of four classes of two different lectures participated in the study. Each of the two lecturers

determined whether their class would be the asynchronous or synchronous group. Later on, the

experiment assessed the effectives of each form of study by comparing the scores of both groups

through a 10 multiple-choice questionnaire for the microeconomics and engineering courses. The

students in the synchronous group continued learning through the Zoom platform as they

normally would. The ones in the other group were only given access to the material lecture, that

is, copies of the class notes and video recordings of the same lecture as the synchronous group.

In the end, both groups took an assessment together.

Out of the 138 students that took part in the study, (90 from engineering and the other 48

from social sciences), students from the asynchronous group scored 18% higher in the overall

exams. A comparative analysis in the gender revealed that there were no significant differences
between the scores from the male candidates and the female candidates and the female ones. It,

therefore proceeds to conclude that asynchronous had an upper hand to the synchronous and

physical forms of study in terms of flexibility and follow. While the student and instructor

interaction were also very impactful in pulling up the student cores, asynchronous proved to

provide students with a higher retention capacity since they could always refer to the video

recordings, rewind and go through them at their own convenience.

Through the findings and the conclusions of the study, we are able to highlight some of

the major advantages of asynchronous studies; learners can access course materials and complete

assignments at whatever time, making it feasible for varied schedules and time zones. It allows

individuals to access and participate in educational materials, lectures, discussions, and

assessments on their own schedule and at their own pace. Students can consequently progress

through the learning material at their own speed, taking more time on difficult concepts and

moving quickly through familiar ones. By taking responsibility for their learning process, the

students learn to manage their time efficiently, plan their study schedules, and seek help or

clarification when needed. This fosters self-directed learning skills, which can positively impact

their academic performance and future learning endeavors.

While interactions may not be immediate, asynchronous learning platforms often

incorporate discussion forums, email, or messaging systems to facilitate communication between

students and instructors. Asynchronous learning consequently makes education more accessible

to a broader audience, including working professionals, caregivers, or individuals with various

time constraints.
 Despite this, the study also reveal some of the cons of asynchronous learning that may

directly or indirectly translate to students’ performance. This impact varies depending on several

factors such as the type of course, the students' learning preferences, and the level of support

provided. For instance, Students who require more structured environments or face technical

barriers could struggle to stay on track or fully engage with the course material.

Additionally, the absence of face-to-face interactions with instructors and peers might

hinder collaboration and support for certain learners. Instructors may not be able to provide clear

instructions, timely feedback, and facilitate discussions to maintain students' engagement and

clarify doubts. A lack of sufficient instructor support may negatively impact student

performance.

2.3.2 Synchronous Learning and Student Performance

Fabriz, S., Mendzheritskaya, J., & Stehle, S. (2021). Impact of Synchronous and Asynchronous

Settings of Online Teaching and Learning in Higher Education on Students’ Learning

Experience During COVID-19.

The study was conducted in a German University. The sudden impact of the Covid19

pandemic also necessitated the conduction of the study. It mainly assesses the predominance of

synchronous form of learning in colleges and universities together with the student experiences

and performance as a result of this mode of learning. In addition to this, the article also explores

how well synchronous mode of learning takes care of students’ basic psychological needs for

autonomy, competence, and relatedness as proposed by the self-determination theory (SDT).

A clustered sampling method also used for this study. The university had an estimated

population of 46,000 students with 3,500 members of faculty. Out of this population,
approximately half of the students’ body and teachers were given an invitation to take part in the

study. In the end, a total of 3,056 students completed the anonymous surveys, thereby resulting

to a return rate of 15% which the female taking the largest chunk of 65.8%. A sum of 396

teachers also gave back their responses (return rate=33%, female=39.1%). Synchronous learning

refers to an educational approach where students and instructors participate in real-time,

interactive learning experiences. This type of learning often takes place through live lectures,

webinars, video conferencing, or virtual classrooms, where students can engage in discussions,

ask questions, and receive immediate feedback, unlike the asynchronous type.

According to the research conducted, it is found out that students students and teachers

perceived the teaching and learning methods in synchronous and asynchronous settings

differently: Teachers perceived fewer difference between teaching and learning methods in

synchronous and asynchronous settings compared to students, especially in relation to feedback

activities, which students reported as more frequent in synchronous settings. Additionally,

students in the mostly synchronous group experienced more teaching and learning activities with

higher potential to support social.

Overally, both students and teachers from the synchronous groups were more satisfied

with the mode of learning as opposed to the asynchronous groups who reported consequent

workloads. The participants from this group also had better social support in the learning process

and reported higher practical and social skills in comparison to the asynchronous groups.

Through the findings of the research, the study therefore deduces that engaged students

are more likely to retain information, participate actively, and perform better in their studies. IN

accordance with this, the real-time nature of synchronous learning allows students to seek
clarifications on confusing topics immediately. Instructors can address students' questions and

provide explanations on the spot, leading to a better understanding of the course material and

improved learning outcomes.

Synchronous learning environments also encourage collaborative activities among

students. Group discussions, brainstorming sessions, and team-based projects promote peer

learning and cooperative problem-solving, which can positively impact students' performance.

These interactions also can create a sense of community within the learning environment, which

can positively influence motivation and performance.

Despite this, the study also explains that extended synchronous sessions might lead to

learning fatigue, as students can experience screen overload and reduced focus over time.

Balancing the length and frequency of synchronous sessions is crucial to maintaining student

engagement and performance. Moreover, this form of learning might be challenging for students

with different time zones, work schedules, or family responsibilities. Providing alternative

options or asynchronous resources can ensure inclusivity and support diverse learning needs.

2.3.3 Physical Learning and Student Performance

Ministry of National Education. (2022). Investigation of the Effectiveness of Physical Learning

on Academic Achievement: A Meta-Analysis Study. International Journal of

Progressive Education, Volume 18, Number 1, 1–17.

The study was published in Firat University, Turkey. It explored the trend in physical

learning and its future prospects particularly in the onset and the impact of the Covid19

pandemic. The article takes an in depth look into the popularity of physical leanring over the
previous years, and how this is going to be impacted with the new forms of learning in the

preceding years.

A systematic sampling method is used to find the research articles to be reviewed. A total

of 45 research findings obtained from 44 quantitative studies published between 2010 and 2020

were used in the study. Relevant studies were identified from the databases of scholarly

publications. In addition to this, the samples was examined using the Comprehensive Meta-

Analysis (CMA) program. Some of the moderator variables used were Publication type,

education level, discipline, and duration of the intervention.

According to the study, physical learning on students’ achievement was statistically

higher in the random-effects model, with a cohen value ‘d’ of 1.032. It continues to conclude that

that in-person sessions were more preferable to online sessions since they allow for real-time

interaction and immediate feedback which enabled the clarification of doubts, and a deeper

understanding of the subject matter. It also helps in building stronger teacher-student

relationships.

In addition to this, it was established that in a physical learning environment, students

have the opportunity to interact with their peers regularly. This social interaction fosters

teamwork, communication skills, and the development of emotional intelligence. It also provides

a sense of belonging and community. Besides, physical classrooms often incorporate hands-on

activities, group discussions, and practical demonstrations. Active learning methods therefore

enhanced comprehension and retention of information by promoting engagement and

participation.
 The study is therefore important in highlighting some of the most significant advantages

of physical; personal interactions, social development, less distractions, real time feedback and

also an enhanced classroom environment. Despite this, however, the physical lessons were

inflexible since it required the students’ and instructors’ physical presence at a specific time.

It is clear that each form of study has its own advantages and disadvantages. No student

is the same, and therefore, varied students will prefer varied forms of study depending on factors

such as the type of environment there are in, and other life circumstances. With this in mind we

can deduce that each form of study will have its own level of ups and downs. In Jomo Kenyatta

University, all these factors can be assessed through the measurement of performance metrics

and also through surveys such as administering questionnaires to the students and the lecturers.

2.3.4 Conceptual Framework

2.3.5 Critique of the Existing Literature Review

Different literature reviews published from the years 2010 to the present all provide

coherent information regarding the effects of online study on the performance of studies. Many

of the data retrieved for our empirical research are from primary sources, that is, real findings

from actual researches done to dissect this topic. The journal article by Demirtaş & Türk (2022),

for example, is a quasi-field experiment done in a state university in Turkey. The research study

divides a total of 138 students into groups of two; each of which is taught the same course

material using either asynchronous study, or synchronous study. A test assessment at the end of

the research program is used to reveal the effect of each form of learning on students’
performance. The research gives raw findings on the problem and also helps us to understand

better on how each variable affects the overall topic.

Despite this, however, most of the literature reviews were retrieved from very dissimilar

geographical regions. It is indisputable that different forms of learning will be heavily impacted

by the geographical region of the students, the level of internet connectivity and their social

perception towards online education. The research study done by Fabriz et al., (2021) in Turkey,

for instance, may not produce consistent results if the same research was done in Kenya. This

boils down to the two countries’ difference in internet connectivity and the culture revolving

online studies. Despite this, however, the findings of the research provide a good lead into

demystifying our hypothesis.

Our literature review also involves the use of a meta-analytical research article for a more

comprehensive analysis. The meta-analyses done by the Ministry of Education (2022) combines

data from 40 different peer reviewed articles, and thereby providing a more comprehensive and

robust analysis of the research question. By pooling data from various sources, meta-analyses

can provide a more accurate estimate of the effect size or the strength of the relationship between

variables.

In addition to this, sometimes individual studies may yield conflicting or inconclusive

results. Meta-analyses can help to identify sources of inconsistency, such as differences in study

design, sample characteristics, or measurement tools, and provide a more nuanced understanding

of the overall effect.

The literature reviews used for analysis of the research variables are, therefore, very

effective in providing a clearer understanding of the results to be anticipated and the factors that
should be given more attention. Together with this, the reviews also give a better understanding

of the problem and highlight on more appropriate models that can be used to arrive at the most

accurate conclusions.

CHAPTER 3

RESEARCH METHODOLOGY
3.1 Introduction
This chapter clearly outlines the type of research design used, the target population, sample
frame, sample size and technique, the data instruments, data collection procedure, the pilot test as
well as data processing and analysis.

3.2 Research Design

To investigate the causal effects of online learning on student performance, this study will adopt
a quantitative research design, specifically a randomized controlled trial (RCT). The RCT will
involve random assignment of participants to either the experimental group, receiving online
learning instruction, or the control group, experiencing traditional classroom-based learning. By
using random assignment, the study aims to control the potential confounding variables, ensuring
a more rigorous assessment of the effects of online learning on academic achievements. Causal
research design is a scientific approach that aims to establish a cause-and-effect relationship
between an independent variable (in this case, online learning) and a dependent variable
(student's performance). While causal research design is a powerful tool for investigating cause-
and-effect relationships, it requires random selection and assignment, which may lead to samples
that do not fully represent the entire population of interest. Therefore, the findings might not be
generalizable to all students or educational contexts (Erickson, 2017).

3.3 Target Population

The target population of this study consisted of undergraduate students at Jomo Kenyatta
University of Agriculture and Technology, main campus.

3.3.1 Inclusion criteria

The students chosen were all undergraduate students enrolled in different courses and colleges in
Jomo Kenyatta University of Agriculture and Technology. The study included students
representing a diverse range of academic performance levels, including high achievers, average
performers, and students who may be experiencing academic challenges. The students had prior
experience with online learning platforms and had completed at least one full semester of online
coursework.

3.3.2 Exclusion criteria

In this study, students with a history of academic excellence but were undergoing significant
personal or academic challenges that would have impacted their performance during the study
were excluded. Moreover, students who had not previously engaged in any form of online
learning or had limited exposure to online learning platforms were excluded as well, as they
might lack experience.

3.4 Sample Frame

The sample frame for this research will include students from various colleges in the university,
who have experienced online learning. The target population will consist of students enrolled in
COETEC, COPAS, COANRE, COHES AND COHRED that have adopted online learning
platforms.

3.5 Sample Size and Technique

The sample size will be determined using appropriate statistical calculations to ensure sufficient
representation of the target population. A stratified random sampling technique will be employed
to categorize participants based on the college they are enrolled in and the type of online learning
(synchronous, asynchronous, hybrid). A random sample will then be selected from each stratum
to ensure diverse representation (Sahin, 2021).

3.6 Data Instruments

To gather data for this research, the following instruments will be used:

3.6.1 Records

Pre-online learning and post-online learning academic performance data will be collected for
each participant, including CAT scores, course grades, and overall mean scores.

3.6.2 Surveys

A structured questionnaire will be administered to the participants to assess their experiences

with online learning. The survey will include questions related to their perceptions of online
learning, technological proficiency, motivation, time management, and engagement.

Online Learning Platform Data

Interaction data, such as logins, time spent on the platform, assignment submission frequency,
and discussion forum participation, will be collected from the online learning platforms to
measure students' engagement and activity levels.

3.6.3 Interviews

In-depth interviews will be conducted with a subset of participants to gain qualitative insights
into their experiences with online learning. The interviews will explore challenges faced, benefits
perceived, and suggestions for improvement.
3.7 Data Collection Procedure

The research will employ a quantitative research design. The sample size will be determined by
using a sample size calculator with a 95% confidence level and a margin of error of 5%. The
study aims to include a representative sample of students from different courses and academic
levels at the university.

A stratified random sampling method will be utilized to ensure a diverse representation of the
student population. The strata will be determined based on academic levels (e.g., undergraduate,
postgraduate) and faculties (e.g., Engineering, Agriculture, Business). Within each stratum,
participants will be randomly selected.

To collect data, an online survey questionnaire will be developed. The questionnaire will consist
of multiple-choice questions, Likert scale items, and open-ended questions. The survey will be
administered using an online survey tool, ensuring ease of access for participants and efficient
data collection.

Before administering the survey to the target participants, a pilot study will be conducted with a
small group of students from the same population to test the reliability and validity of the
questionnaire. Feedback from the pilot study participants will be used to refine the questionnaire
for clarity and ensure that it effectively captures the relevant aspects of online learning and
student performance.

Ethics approval will be obtained from the university's research ethics committee to ensure that
the study follows ethical guidelines. Participants will be assured of their anonymity,
confidentiality, and their right to withdraw from the study at any point without any
consequences.

The survey link will be distributed through official communication channels such as university
email lists, learning management systems, and social media groups. Additionally, follow-up
reminders will be sent to enhance response rates.

The collected data will be analyzed using appropriate statistical techniques. Descriptive statistics
such as mean, standard deviation, and frequency distribution will be used to summarize the data.
Comparative analyses such as t-tests or analysis of variance (ANOVA) will be conducted to
determine if there is a significant difference in performance between students engaged in online
learning and traditional classroom-based learning.

In conclusion, this research paper will employ a systematic data collection procedure involving a
quantitative survey administered online. The procedure will ensure representative sampling,
ethical considerations, and appropriate statistical analysis to investigate the effect of online
learning on student performance at Jomo Kenyatta University of Agriculture and Technology.

3.8. Pilot Test

A prepared survey was sent to a sample of students in Jomo Kenyatta University of Agriculture
and Technology to explore the impact of online classes on their performance. The study is aimed
at using a mixed-method approach to obtain both qualitative and quantitative data. The survey
questionnaire was designed to collect demographic information about the participants, including
their program of study, year level, and prior experience with online learning. The questionnaire
also included Likert-scale questions to assess students' perceptions of online learning and its
impact on their performance. The survey was sent via school social media platforms and follow
up made on the same. A total of 29 students from diverse groups filled in the questionnaire,
enabling us to create a refined questionnaire for the full-scale study.

3.8.1 Validity Test

The test was able to get us relevant and expected results thus it passes the validity test for use in
the main scale study. Some of the responses looked like this:

3.8.2 Reliability Test

All of our respondents could access the survey easily and no complaint concerning its failure was
detected. However, some open-ended questions like “How has online classes affected your
practical classes?” was not well answered thus requires restructuring on our part to gain the most
appropriate answers.

3.9 Data Processing and Analysis

The responses show a high level of dissatisfaction with the online learning program in the
school, high level of cheating enabled by online exams, preference of physical learning as
compared to online learning. This points to a negative effect of online learning on overall
performance by students. Most of the respondents also point out that they would perform better if
the online classes they have right now were made into physical classes.

4. REFERENCES

Almaiah, M. A., Al-Khasawneh, A., and Althunibat, A. (2020). Exploring the critical challenges
and factors influencing the E-learning system usage during COVID-19 pandemic. Educ.
Inf. Technol. 25, 5261–5280. doi: 10.1007/s10639-020-10219-y

Butt, S., Mahmood, A., Saleem, S., Rashid, T., & Ikram, A. (2021). Students’ Performance in
Online Learning Environment: The Role of Task Technology Fit and Actual Usage of
System During COVID-19. Frontiers in Psychology, 12, 759227.
https://doi.org/10.3389/fpsyg.2021.759227
Demirtaş, B. K., & Türk, U. (2022). Student performance under asynchronous and synchronous
methods in distance education: A quasi-field experiment. International Review of
Economics Education, 41(ISSN 1477-3880), 100244.
https://doi.org/10.1016/j.iree.2022.100244

Dunkerly, D., & Sum Wonh, W. (2021). Global Perspectives on Quality in Higher Education
(4th ed., Vol. 4). Routledge. (Original work published 2000)

Erickson, G. S. (2017). Causal research design. In New methods of market research and analysis
(pp. 78-105). Edward Elgar Publishing.

Fabriz, S., Mendzheritskaya, J., & Stehle, S. (2021). Impact of Synchronous and Asynchronous

Settings of Online Teaching and Learning in Higher Education on Students’ Learning

Experience During COVID-19. Frontiers in Psychology, 12.

https://doi.org/10.3389/fpsyg.2021.733554

Herdian, H., Mildaeni, I. N., & Wahidah, F. R. (2021). “There are Always Ways to Cheat”
Academic Dishonesty Strategies During Online Learning. Journal of Learning Theory
and Methodology, 2(2), 60–67. https://doi.org/10.17309/jltm.2021.2.02

Kaliisa, R., & Picard, M. (2021). A systematic review on mobile learning in higher education:
The African perspective. Murdoch.edu.au, Vol (16)1(991005542880207891), 5–22.
https://researchportal.murdoch.edu.au/esploro/outputs/journalArticle/A-systematic-
review-on-mobile-learning/991005542880207891

Kumar, A., & Kumar, P. (2021). Impact of Online Learning on Academic Performance During
the COVID-19 Pandemic: A Case Study of Higher Education Students in India.
Education Sciences, 11(3), 122.

Ministry of National Education . (2022). Investigation of the Effectiveness of Hybrid Learning

on Academic Achievement: A Meta-Analysis Study. International Journal of
Progressive Education, Volume 18, Number 1, 1–17.

Nafukho, F. M. (2022). The Place of E-Learning in Africa’s Institutions of Higher Learning.

Higher Education Policy, 20(1), 19–43. https://doi.org/10.1057/palgrave.hep.8300141
Şahin, A. F. (2021). Investigating the Effects of Online Learning on Academic Achievement of
Students During the COVID-19 Pandemic Period. International Journal of Education and
Research, 9(1), 31-46.

Suresh, M., Vishnu Priya, V., & Gayathri, R. (2018). Effect of e-learning on academic
performance of undergraduate students. Drug Invention Today, 10(9).

Tarus, J. K., & Gichoya, D. (2015). E‐Learning in Kenyan Universities: Preconditions for
Successful Implementation. The Electronic Journal of Information Systems in
Developing Countries, 66(1), 1-14., Chicago,

Wolters, C. A., & Hussain, M. (2015). Investigating grit and its relations with college students'
self-regulated learning and academic achievement. Metacognition and Learning, 10(3),
293-311.
5. APPENDICES

APPENDIX I

QUESTIONNAIRE

SECTION 1: PERSONAL INFORMATION

I. What is your gender?

a. Male
b. Female
II. Which college are you in?
a. COETEC
b. COANRE
c. COHES
d. COHRED
e. COPAS
III. What is your year of study?
a. First year
b. Second year
c. Third year
d. Fourth year
e. Fifth year
f. Sixth year
IV. Where do you reside?
a. In-campus
b. Within Juja
c. Beyond Juja
SECTION 2: PHYSICAL LEARNING

I. Which method of study do you prefer between online and physical classes?
 a. Online classes
b. Physical classes
II. What connectivity do you use for online classes?
1. Eduroam
2. Bundles
3. Personal WIFI
SECTION 3: EFFECTIVENESS OF AND STUDENT SATISFACTION WITH
ASYNCHRONOUS LEARNING

I. Do you think SoDEL is effective for common units?

a. Yes
b. No
c. Maybe
II. Did you master the concepts of SoDEL units?
a. Yes
b. No
c. A little
III.What did you like most about SoDEL units?
a. No Supervision from lecturers
b. Pre-availed study materials e.g., PDF’s
c. Being able to track progress in real time
d. Other
IV. Have you cheated in an online exam, or do you know anyone who has?
a. Yes
b. No
SECTION 4: EFFECTIVENESS OF AND STUDENT SATISFACTION WITH
SYNCHRONOUS LEARNING

I. Rate your level of concentration during online classes

a. I don’t concentrate
b. I passively listen
c. I listen, take notes and ask questions
 II. How do you think you would perform if the lectures you have online were made into
physical classes?
a. Better
b. Worse
III. Rate your lecturers’ mastery of tele-conferencing tools.

IV. When are you more likely to ask a question during a lecture? During online classes
or physical classes?
a. Online classes
b. Physical classes
V. How has online learning affected your practical units?
VI. How do you prefer to hold your group discussions?
1. Online meeting
2. Physical meeting
VII. What is your recommendation to the school administration on what can be done to
make online classes more effective?
*THANK YOU FOR YOUR ANSWERS! *

APPENDIX II

BUDGET

ITEM PRICE
PHOTOPYING AND PRINTING 5000
INTERNET BUNDLES 1000
BINDING 1000
MISCELLANEOUS 2000
TOTAL 8000
APPENDIX III

TIME FRAME