Indian Journal of Educational Technology
Volume 5, Issue 1, January 2023

78

Research Article

A Study on the Attitude towards E-Learning and its Implication 
on School Children during Covid-19 Pandemic

Huma Kayoom

Assistant Professor (Education), Centre for Teacher Education

Central Institute of Higher Tibetan Studies, Sarnath, Varanasi, Uttar Pradesh

Email: homa2527@gmail.com

Abstract

E-learning is a network-enabled, computer-mediated learning of skills and transfer of 
services. E-learning functionally rests on computer-based virtual learning and education 
where the content is delivered by audio-video tape, CD-ROM, satellite TV and Internet, 
which had revolutionized the field of education since the beginning of the 21st century, 
but its impact was not felt as strongly in the traditional system of education until the 
COVID-19 catastrophe. This study explores the effect of sudden changes in the form 
of online education and e-learning that happened to the education system during the 
covid-19 pandemic in India. Certainly, the pandemic made us move towards a new 
normal but does it apply equally to the education system as well? The primary concern 
of this study was to explore the implication of online learning on school children 
through exploring their own lived experiences, therefore, it entails the researcher to 
adopt a mix-method research technique in order to collect and analyse the data. This 
paper especially focuses on the personal experiences of school-going children who had 
been the most vulnerable during the pandemic and hence it also brings into focus the 
problems faced by them during online classes.

Keywords: E-learning, web content, technology, paradigm shift, Pragyata 
guidelines, Manodarpan, Government of India. 

Introduction

Under Covid-19, educational 
institutions are transforming teaching-
learning activities from direct, one-
to-one interaction in a live classroom 
to e-learning and online teaching. 
E-learning is now becoming the new 
normal in the backdrop of Covid-19 
after the state had imposed a nation-
wide lockdown for a relatively long 
period and imposed restrictions on the 
opening of educational institutions such 
as schools, colleges and universities. 
E-learning became imperative to 
educational institutions that had to 
adopt and adapt themselves according 
to the new normal. Students willingly 
or unwillingly adjusted to e-learning 
using web-based applications and 

online education for their school-based 
learning activities. 

E-learning and online teaching is not a 
new phenomenon. After the advent of 
video sharing platform YouTube where 
anyone can upload videos, certain 
educationists such as those facilitated 
by Unacademy, Byjus, Vedantu, Study 
IQ and alike, had been creating their 
own YouTube channels and had been 
uploading informative and educational 
videos. Scholars have been sharing 
their research papers in PDF format 
on Google Scholars and other search 
engines, many research journals and 
publications, news and print media are 
already on the internet providing web-
based learning materials. However, 
when school learning is considered, 



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it is definitely the newest attempt and 
one of its kind. Though etymologically 
e-learning covers any electronically 
mediated learning, it can be defined 
from different perspectives as 
attempted by many researchers such 
as Grimes (2009, quoted in Mishra and 
Mishra, 2013) who define “e-education 
refers to the application of internet 
technology to the delivery of the 
learning.” E-learning means electronic 
learning, so it refers to a wide range of 
processes and applications which are 
designed to deliver instruction through 
electronic means (Mishra and Mishra, 
2013). So it appears that the definition of 
e-learning is broader than but includes 
online learning, web-based training 
or computer-based training but most 
importantly it signals the paradigm 
shift in education and training that is in 
progress (www.virtual-college.co.uk)

Review of Literature

A systematic review was taken to 
investigate the impact of e-learning 
on school children however, most 
of the research work focused on the 
worth and merit of e-learning and the 
changes e-learning brought in the wake 
of globalization. Research especially 
related to its implication on school 
children during the pandemic was too 
scarce, apart from some newspaper 
articles which voiced the concerns 
of the educationists and parents. 
There is a multitude of advantages 
and disadvantages of online learning 
as exhibited by Khan and Setiwan, 
2019, their work also examines the 
ways to overcome these drawbacks, 
the researcher-duo suggests that 
students should not only “read the 
materials, listen to the lectures, but 
also participate in the observation 
and experience certain educational or 
teaching scenario and acquire skills in 
action”. A study conducted by Allworth, 
2014, also emphasized maintaining 
good communication between the 

learner and the instructor, especially 
at the postgraduate level, one can 
see that even if learning is enabled 
with the help of machines it cannot 
eliminate the human element. Ensuring 
the importance of reflective thinking 
in the education process Al-Fahidi, 
2008, explores whether, at a higher 
educational level, there is a link between 
the students’ computer competency and 
their attitude towards e-learning. He 
found that 77.8 per cent of participants 
responded with the acceptance that the 
course helped them in improving their 
critical thinking. Ruiz J G et.al, 2006 also 
probed the role of e-learning in medical 
education by outlining the effectiveness 
and faculty development needs for 
the implementation, evaluation and 
strategies for e-learning in academic 
scholarship, whereas Trubina and Anna, 
2016 highlight the nurturing activities 
involved in e-learning in the information 
society. They explore the claim of 
information technology of modifying 
the flow of the mental process of the 
cognitive activity of students, rebuilding 
the structure and function and thereby 
changing the whole structure of the 
training activities. 

Need of the study

From students’ perspectives learning 
on school premises had fundamentally 
included participation, inspiration 
and collaboration between teachers 
and peers but a sudden change in the 
pattern of school education during 
the pandemic and the lack of human 
communication in e-learning and online 
teaching had strongly influenced the 
academic performance of our young 
children so much that it might have 
brought a change in the attitude and 
belief system of the students. It is also 
evident that attitudes are not formed 
instantly rather they brood over time 
yet this unexpected alteration in the 
pattern of school education may 
have influenced the student’s attitude 



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negatively, but we are not sure about it. 
Whether this online education had been 
advantageous or disadvantageous to 
school children had been a contentious 
issue and a matter of debate 
among academicians, educationists, 
government and alike. In the past two 
years, many newspaper articles had 
been published that had emphasized the 
effect of online education on the mental 
and physical health of school children. 
An article published by India Today in its 
online print dated September 18, 2021 
and titled “effects of online education 
on mental and physical health” quotes 
that “attending online classes from 
home has led to a string of mental and 
physical health issues for both students 
and teachers”. 

It thus becomes very much pertinent 
and imperative to conduct research 
work in this current, ongoing scenario, 
to probe deeper into how this online 
education and e-learning are affecting 
our younger generation. Apart from 
the physical and mental problem that 
is posed by online education, are there 
some other problems or issues that 
the students are facing? Does online 
education help students progress in 
their studies or is it a deterrent and 
imposing restrictions and hindering their 
academic achievement, performance 
and growth? What implications and 
prospects does it hold for the students 
and other stakeholders? With these 
questions in mind the researcher was 
very much intrigued to look for answers 
to the following research question:

Research Question

1. What is the attitude of students 
toward e-learning?

2. Is E-Learning effective enough in 
imparting quality education?

Statement of the Problem: The present 
study is entitled, “A Study on the Attitude 
towards E-Learning and its Implication 

on School Children during the Covid-19 
Pandemic”.

Operational definition

1. E-Learning- It refers to the education 
provided to the students in a virtual 
setting using technological devices 
and web-based applications.

2. School children- In this study, 
school children refer to students of 
class 9 enrolled in any government, 
private, aided or unaided school.

3. Covid-19 Pandemic- It refers to 
the pandemic stage in India, during 
which a nationwide lockdown was 
imposed on the country and the 
schools remain closed during the 
first wave and the second wave of 
the pandemic.  

Objectives of the study: The objectives 
for the present study are bifurcated 
according to the phases: Quantitative 
and Qualitative. 

Objectives for the Quantitative 
Phase: 

1. To study the attitude of students 
toward e-learning.

1.1 To study the attitudes of 
students towards e-learning 
with respect to their following 
personal variables-

(a) Type of school (Government 
and Private)

(b) Gender ( Boys and Girls of 
government schools)

(c) Gender (Boys and Girls of 
private schools)

Objectives for the Qualitative Phase:

1. To study the advantages and 
disadvantages of e-learning as 
perceived by the students. 



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2. To study the problems and 
challenges, if any, faced by the 
students during e-learning. 

3. To study the coping strategies if any 
adopted by the students to cope 
during e-learning.

Research Hypothesis:

Research hypothesis for objective 
number 1.1(a), 1.1(b) and 1.1 (c) with 
reference to the personal variables 
were formulated as-

HR1: There is a significant difference 
between the attitude of students 
of private schools and students of 
government schools towards e-learning.

HR2: There is a significant difference 
between the attitude of male and 
female students of government schools 
towards e-learning.

HR3: There is a significant difference 
between the attitude of male and 
female students of the private schools 
towards e-learning.

Null Hypothesis:

A Null Hypothesis is a statement of 
‘no effect’ or ‘no difference’ present. 
The statement is being tested against 
research hypotheses. The null 
hypotheses of the study were:

HO1: There is no significant difference 
between the attitude of students 
of private schools and students of 
government schools towards e-learning.

HO2: There is no significant difference 
between the attitude of male and 
female students of government schools 
towards e-learning.

HO3: There is no significant difference 
between the attitude of male and 
female students of private schools 
towards e-learning.

Methodology

Under Mixed Method Approach this 
study was conceived to carry out in two 
phases, Quantitative and Qualitative. 
In the present study quan→QUAL 
sequential design (Explanatory Field 
Study) had been used. Here in this study, 
the quantitative phase of the study was 
done before the qualitative phase of the 
study and the qualitative data collected 
was used to interpret and contextualise 
the quantitative finding. 

Population

The population for the study was 
defined as all the students of class 
9 of secondary schools studying in 
government and private schools of 
Varanasi district during the session 
2020-2021. 

Sampling technique

Maximum variation case under the 
Purposive sampling technique was 
employed for drawing the sample of 
the present study. Since the pandemic 
was in continuation, random sampling 
was not possible, because schools 
were functioning with only 50 per cent 
strength of the students; and that 
too based on odd-even roll numbers, 
also any unauthorized, newcomer 
or independent researcher was not 
received warmly inside the school 
premises. A total of 104 samples 
were drawn from the population, 50 
students from government schools 
and 54 students from private schools 
which comprised the sample for the 
first phase of the study. For the second 
phase of the study a subset (i.e. outlier 
case) from the first sample was drawn 
to constitute the sample.

Tools of the study

1. For the first phase (quantitative) of 
the study, an E-learning Attitude 
Scale (ELAS) developed by Bhalla 
and Rani, 2016, was used to 



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measure the attitude of students 
towards e-learning.

2. For the second phase (qualitative) 
of the study a semi-structured 
interview schedule constructed by 
the researcher was used.

Research Procedure: As per the 
availability of the students in the schools 
according to the odd-even roll number, 
the E-Learning Attitude Scale (ELAS) 
was given to the students, after the first 
phase of data collection, the scoring and 
analysis were done and z-scores of all 
the students were interpreted. For the 
second phase of the study, a sub-set of 

10 students who either scored too high 
or too low on ELAS (i.e. outlier case) 
were selected as a sample from the 
first sample set. These students were 
interviewed, discourse analysis was 
employed followed by coding, themes 
were identified and thematic analysis in 
terms of research questions was done.  

Findings of the study

Objective No.1: To study the attitude of 
students towards e-learning.

The following table shows the analysis 
done on the part of achieving objective 
no. 1:

Table-1: Table showing the Mean, Standard Deviation and its Interpretation 
of ELAS for students of class 9

Students No. Mean Standard 
Deviation

z-score Interpretation

All students 104 104.64 10.99 -0.15 Average favourable
Government 
school 

50 100.56 12.87 -0.38 Average favourable

Private school 54 108.42 7.04 0.09 Average favourable

Discussion:

The analysis of the data shows the 
combined mean as well as separate 
mean for both the government school 
students and the private school 
students. The total means for all the 
students was 104.64, whereas the mean 
scores of government school students 
and private school students were 
100.56 and 108.42, respectively. These 
scores when transformed into z-score, 
the norms for the interpretation of 
z-score resulted into Average Favorable 
Attitude towards E-Learning. It can also 
be interpreted as although the students 

are slightly inclined towards e-learning 
but still there are some obstacles that 
hinder the extremely favorable or even 
moderately favourable attitude of 
students towards e-learning.

Objective No. 1.1 (a): To study the 
attitude of students towards e-learning 
for the type of school (Government 
and Private). For the achievement of 
this objective, the null hypothesis was 
stated and verified statistically as: 

HO1: There is no significant difference 
between the attitude of students 
of private schools and students of 
government schools towards e-learning.



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Table-2: Table showing t-test value for an attitude of students of private 
schools and government schools towards e-learning

Type of school No. of students Mean Standard Deviation t-value
Private 54 108.42 7.04

3.834*
Government 50 100.56 12.87

*Significant

Interpretation: The t-value in the 
above table is greater than 1.96 which 
reveals that the students of private 
schools differ significantly (at 0.05 level 
of significance) than the students of 
government schools in their attitude 
towards e-learning. Hence, the related 
null hypothesis, in this case, is not 
accepted. Students from Private schools 
have a more positive attitude towards 
e-learning and online education. This 
may be attributed to the fact that they 
have much easier access to electronic 
devices and gadgets compared to 
government school students, as during 
the interview one student from a 
government school mentioned that 
he does not have a smartphone for 

his personal use but rather a common 
device is shared between his siblings 
to join the online class, whereas all the 
students from the private school claimed 
to possess a personal smartphone.

Objective No. 1.1 (b): To study the 
attitude of students towards e-learning 
with respect to gender (Boys and 
Girls of government schools). For the 
achievement of this objective, the null 
hypothesis was stated and verified 
statistically as- 

HO2: There is no significant difference 
between the attitude of male and 
female students of government schools 
towards e-learning.

Table-3: Table showing t-test value for attitude of male and female students 
of government school towards e-learning

Gender No. of students Mean Standard Deviation t-value
Male 29 100.44 12.91

-0.074*
Female 21 100.71 12.80

*Not Significant

Interpretation: The statistical analysis 
shows that at (df=48) at 0.05 level of 
significance, the calculated t-value (t= 
-0.074) was found to be not significant 
for difference in mean score of male and 
female students of government school 
on their attitude towards E-learning. 
Hence, the related null hypothesis in this 
case was accepted. Thus it is inferred 
that the male students of government 
school do not differ significantly in their 
attitude towards e-learning and online 
education than the female students of 

government school.

Objective No. 1.1 (c): To study the 
attitude of students towards e-learning 
with respect to gender (Boys and Girls 
of private schools). For the achievement 
of this objective, the null hypothesis was 
stated and verified statistically as- 

HO3: There is no significant difference 
between the attitude of male and 
female students of private school 
towards e-learning.



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Table-4: Table showing t-test value for attitude of male and female students 
of private school towards e-learning

Gender No. of students Mean Standard Deviation t-value
Male 25 110.56 7.15

2.235*
Female 29 106.58 6.39

*Significant

Interpretation: The statistical analysis 
shows that at (df =52) at 0.05 level of 
significance, the calculated t-value (t= 
2.235) was found to be significant for 
the difference in the mean score of male 
and female students of a private school 
on their attitude towards E-learning. 
Hence, the related null hypothesis, in 
this case, is not accepted.

Thus, it is inferred that statistically, 
both male and female students of 
private schools do differ significantly 
in their attitude towards e-learning. 
The male students of private schools 
have an above-average favourable 
attitude towards e-learning and online 
education.

Objective No.2: To study the advantages 
and disadvantages of e-learning as 
perceived by the students.

Advantages of E-Learning and Online 
Education

1. Ubiquitous, Omniscient and 
Universal- One of the most 
common advantages of online 
education that emerged under 
this study was that since online 
education does not require the face 
to face interaction between the 
learner and the instructor, and can 
be imparted from any place, at the 
ease of our home, where-ever we 
find good connectivity and as long as 
our technical devices are working it 
gives ease to both the students and 
teachers to log-in to their account 

and connect in a virtual setting, 
who may be distant physically but 
connected virtually. 

2. Collaboration between teacher 
and students- Many respondents 
were of the view that there was 
present vitality and synergy, 
whenever they will see their teachers 
and other fellow students online, 
since they were distant apart due 
to lockdown and other restrictions 
they still felt connected with them 
not in terms of virtual connectivity 
but emotional connectivity.

3. Student-centered- Some students 
were of the opinion that online 
classes kept them very attentive 
as they did not want to miss 
important teaching points and that 
the teacher’s focus was also on 
the students. The whole learning 
process revolved around the needs 
of the students.

4. Access to resources- Since the 
online classes were carried on via 
web-based applications such as 
Zoom or Google meet, it was very 
much feasible for the teachers 
to even share their screen and 
whiteboard, sharing videos and 
alike made the lecture intriguing 
and engaging. Moreover, many 
other resources were also available 
online such as sidebooks, animated 
videos, research papers and 
materials that aided and facilitated 
online education and e-learning.



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Disadvantages of E-Learning and 
Online Education

1. Equity and accessibility to 
technology- Since the respondents 
of this study were from all sorts 
of schools, one clear thing that 
was visible from their responses 
was the great digital divide this 
online education had created. And 
this division only worsened on 
the pretext of non-accessibility, 
non-availability of technological 
devices, internet connections and 
reach to internet resources. One 
of the respondents who were in a 
government school and belonged 
to a lower-income group said that “I 
really want to study, but my parents 
can afford only one smartphone with 
a data pack and that too is shared 
between my other siblings, I get only 
a small time-duration to attend the 
classes”.

2. Computer literacy- Computer 
literacy is not something that is 
widely spread in our country. The 
parents, students and teachers as 
well fidgeted with the peripherals 
and other devices. Some students 
had not known before how to 
connect to live classes or make 
an email account or use zoom 
and google meet. This condition 
was more widespread among 
those students who belonged 
to government schools and had 
lesser interactions with the latest 
technologies.

3. Limitations of technology- Even 
those students who were apt to 
techniques and tools and had 
access to the internet also faced 
serious limitations posed by the 
technology. Most of the students 
complained about the lesser speed 
of the internet, lower bandwidth 
and network issues and alike. 
Sometimes due to network failure, 
they sometimes failed to write their 

online exams.

Objective No. 3: To study the problems 
and challenges, if any, faced by the 
students during e-learning. 

1. Effect on Physical health of 
students- almost all respondents 
were of the opinion that increased 
screen time is causing several 
health issues such as headache, 
burning sensation in eyes, weak 
eye-sight issues, increase in the 
number of vision if using spectacles, 
rashness and dryness of eyes. Apart 
from these, lack of movement, low 
physical exercise/work, constant 
sitting in front of mobile and 
tablets and deformed posture 
cause serious pain in the neck and 
backbone. Increased weight and 
habit of munching during online 
classes were also highlighted by 
some respondents.

2. Effect on Mental health of 
students- the students mostly were 
of the opinion that online teaching 
has created a gruesome burden 
on them because in addition to 
attending regular online classes 
they need to prepare for class 
assignments, tests, and other 
activities and that too recorded. Lack 
of interest in studies, monotonous 
timing of class, switching off camera 
and lack of co-curricular activities 
put a lot of mental stress and anxiety 
on students. The respondents 
complained that concentration 
plunged, which makes it difficult 
for most of the students to keep up 
with the teaching-learning activities.

As the period of lockdown during 
the first wave was extended for 
educational institutes even after June, 
the Union Ministry of Human Resource 
and Development (now Ministry of 
Education) released the PRAGYATA 
guideline on July, 14 2020. The MHRD 
released the PRAGYATA guidelines 



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on Digital Education, with an aim to 
improve online education and ensure 
the safety and academic welfare of 
the students by Plan, Review, Arrange, 
Guide, Yak (talk), Assign, Track, and 
Appreciate (PRAGYATA).

“The  COVID-19 pandemic sternly 
impacted schools and children across 
the globe, in India alone, over 240 
million children have had to face a 
negative impact of the pandemic in 
terms of education. To overcome the 
loss faced by schools or the children, the 
Government of India initiated the Digital 
campaign for a conducive environment 
for moving towards digital education” 
(MHRD, 2020). 

Some important guidelines extended 
through this were-

• Keeping an overall and holistic 
development of the learners with an 
aim “to cut down undue screen time”.

• Guidelines also tend to cater to a 
diverse set of stakeholders including 
school heads, teachers, parents, 
teacher educators and students. 

• The guidelines stressed the use of 
an alternative academic calendar 
of NCERT, for both, learners having 
access to digital devices and learners 
having limited or no access.

The duration of classes as per the 
PRAGYATA guidelines are as follows:

Division Screen Time for students
Pre-primary 
students

Not more than 30 minutes a day

Elementary classes Not more than 2 online sessions per day, 30 to 45 
minutes each as decided by states and UTs

Secondary classes Maximum four sessions per day, 30 to 45 minutes each 
as decided by the concerned state/UT government 

Whether the schools are following 
these guidelines or not is a matter of 
grave concern as well as an area to be 
researched.

Objective No.4: To study the coping 
strategies if any adopted by the students 
to cope during e-learning.

All of the students (10 in number) 
denied using any coping strategies, 
it was obvious that online education 
had definitely put them under a lot of 
pressure and apart from muting their 
audio or switching off the camera, 
students didn’t come up with any other 
strategy to deal with the stress, anxiety 
and fatigue faced by the students. 
Even most of the respondents fumbled 
on this aspect because reaching the 
timeline and completing the course and 
maintaining another academic record 

was a pain-taking task that they needed 
to do or otherwise fear of losing their 
rank among their peers exhausted 
them mentally.

Showing great concern for the young 
generations of our country, the HRD 
ministry in July launched MANODARPAN: 
An initiative to provide psychosocial 
support to students for their mental 
health and well-being during the 
COVID-19 outbreak and beyond. The 
following components and features are 
encompassed in this novel initiative: -

• Guidelines for all- advisory 
guidelines for students, teachers 
and faculty of school systems 
and universities along with the 
families of the learners had been 
incorporated under this section.



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87

• Self-directed web page- the 
web page on the MHRD website 
carries advisory, practical tips, 
posters, videos, do’s and don’ts for 
psychosocial support, FAQs and an 
online query system that can be 
retrieved by the user.

• Tele-counselling- a national level 
database had been accordingly 
placed along with a directory of 
counsellors at the school and 
university level whose services 
are offered voluntarily to learners 
for tele-counselling service on the 
national helpline.

• National toll-free helpline- the 
launch of a toll-free helpline 
number by the MHRD for a country-
wide outreach to students from 
school, universities and colleges is 
operated by a pool of experienced 
counsellors, psychologists and other 
mental health professional and is 
sought to well continue beyond the 
COVID-19 pandemic.

• Handbook on Psychosocial 
support- a learner-friendly 
handbook on psychosocial support 
enriching life skills and well-being 
of students is also published online. 
The booklet includes FAQs, facts 
and myths and covers ways and 
means to manage emotional and 
behavioural concerns.

• Interactive online chat platform- 
for direct contact, counselling and 
guidance by psychologists and 
other mental health professionals 
available for students, teachers 
and families during COVID-19 an 
interactive online chat platform 
had also been provided on this web 
page.

• And apart from the components of 
webinars, audio-visual resources 
including videos, posters, flyers, 
comics and short films had also 

been scheduled to be uploaded as 
additional resource materials on the 
webpage. A section on peer support 
from others is also a special feature 
of this web page.

Yet again, how many students, teachers, 
parents and school administrators are 
actually aware of such a support system 
is a matter of investigation. It is very well 
evident that at least those sampled in 
this study did not know about any such 
initiative taken by the government 

Conclusion

Overall, we can say that online education 
has some serious repercussions on the 
part of students and their learning. 
This research work provides us with 
an insight that although the impact of 
online education is far-reaching, the 
effect of learning via a computer at home 
may vary for different backgrounds of 
students. It is important to remember 
the extraordinary challenges many 
students face during e-learning and 
online education. Young children had to 
scramble to figure out how to do school 
in quarantine. Remote learning has 
taken a huge toll on many kids. Students 
are left unattended at home during 
their online learning if both parents 
are working. Even many students who 
had parents who could be home with 
them struggled with the demands and 
expectations of online school. If our 
country is to advance technologically, 
we first need to lessen the digital divide 
and the government and educational 
institutions should formulate sound 
policies based on sociological and 
psychological frameworks if we are 
to proceed in the direction of online 
education and e-learning.



Indian Journal of Educational Technology
Volume 5, Issue 1, January 2023

88

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