EXPLORING UNIVERSITY STUDENTS' ATTITUDE TOWARDS E-LEARNING: INSIGHTS ON GENDER AND SUBJECT-BASED DIFFERENCES

This study investigates university students' attitude towards e-learning at Ravenshaw University, emphasizing gender and academic discipline differences. With the rise of digital education, e-learning has become a pivotal instructional method, yet student perceptions vary. Using a quantitative survey of 260 postgraduate students, the research reveals that 22% of students exhibit a high positive attitude towards e-learning, 54% show a moderate attitude, and 24% have a low attitude. Statistical analysis indicates no significant gender differences in attitudes, suggesting that male and female students view e-learning similarly. However, notable differences emerge between disciplines: Science students demonstrate a significantly more positive attitude compared to Humanities students. This disparity may be due to varying curricula, student engagement levels, and resource availability. The study highlights the need for targeted enhancements to address the challenges faced by students with lower attitudes and suggests that while e-learning is broadly accepted, its effectiveness can be optimized by integrating it more thoughtfully into traditional educational frameworks. The findings support the ongoing development of e-learning strategies that accommodate diverse student needs and preferences.