Attitudes of Secondary School Students Toward E-Learning: A Gender-Based Comparative Analysis

Abstract

The rapid expansion of information and communication technology (ICT) and the growing emphasis on digital education—particularly after the COVID-19 pandemic—have intensified the need to examine students’ attitudes toward e-learning. In India, initiatives such as SWAYAM and DIKSHA have strengthened the digital learning ecosystem; however, the effectiveness of such efforts largely depends on learners’ perceptions and acceptance. The present study aimed to examine and compare the attitudes of secondary school students toward e-learning with reference to gender. A quantitative approach employing the descriptive survey method was adopted. The sample comprised 120 Class X students (58 females and 62 males) selected through simple random sampling from C.B.S.E.-affiliated schools in Ghaziabad, Uttar Pradesh.

Data were collected using the Attitude Towards E-Learning Scale developed by Dimpal Rani (2015). The dimensions assessed included interest, perceived usefulness, ease of use, and confidence. Data were analyzed using mean, standard deviation, and independent samples t-test. The findings revealed that although male students obtained slightly higher mean scores across most dimensions, the differences were not statistically significant at either the 0.05 or 0.01 levels. Thus, the null hypotheses were accepted for overall attitude and all four dimensions. The study concludes that gender does not significantly influence secondary school students’ attitudes toward e-learning. The findings highlight the importance of strengthening digital infrastructure, ensuring equitable access, and designing learner-centered e-learning environments to enhance effective implementation in secondary education.

Keywords: e-learning, Attitude, Secondary Education, Gender, ICT.