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E-Learning's Vital Role in Education During Disruptions: A Study from University of Malaysia Sabah

Strategic Insights

— 1 min read

Researchers have highlighted the importance of e-learning in sustaining education during health crises, particularly in primary and secondary schools in Malaysia. A study conducted by the University of Malaysia Sabah explored the relationship between students' perceptions towards e-learning, coping strategies, and their participation in online learning platforms. The study found a positive relationship between students' perceptions and participation, with students' perceptions being a stronger predictor of participation. The research also found that there was no significant difference in e-learning participation between primary and secondary students or between male and female students.

Key Takeaways:

  • The study identified a positive relationship between students' perceptions towards e-learning and their participation in online learning platforms.
  • Students' perceptions served as a stronger predictor of participation compared to coping strategies.
  • There was no significant difference in e-learning participation between primary and secondary students or between male and female students.
  • The study found that students adapted equally to e-learning during the home-based learning period, suggesting that e-learning can be effective in sustaining education during disruptions.
  • The study recommended expanding the predictors of e-learning efficacy and diversifying the samples to address gaps in e-learning research.
  • The study used a Google Form survey to gather data from 247 students from various schools in Kota Kinabalu, Sabah, Malaysia.

Statistics:

  • 247 students participated in the Google Form survey.
  • The study found a positive relationship between students' perceptions towards e-learning and their participation in online learning platforms (r = 0.65, p < 0.01).
  • Students' perceptions served as a stronger predictor of participation compared to coping strategies (β = 0.75, p < 0.01).
  • There was no significant difference in e-learning participation between primary and secondary students (t = -0.32, p = 0.75) or between male and female students (t = 0.23, p = 0.82).

Sources:

  • Discover Education, 2025,4(1):1-24. (https://doi-org.sdpl.idm.oclc.org/10.1007/s44217-025-00754-6)
  • University of Malaysia Sabah (UMS) (Contact: Asmaa AlSaqqaf)

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