COLLEGE OF BUILT ENVIRONMENT

CENTRE OF STUDIES FOR SURVEYING SCIENCE AND

GEOMATICS

BACHELOR OF SURVEYING SCIENCE AND GEOMATICS

(HONOURS) – AP220

RESEARCH PROPOSAL

THE IMPACTS OF ONLINE LEARNING ON STUDENT'S

PERFORMANCE

BY:

NAME NUM. MATRIX

AHMAD IRFAN BIN AHMAD NAZRI 2022828792
MUHAMMAD AMZAR MUAZ BIN AZNUWARDI 2022844084
MUHAMMD SYAFIQ BIN AZIZ 2022830656

NAME OF LECTURER
NORHAJAWATI BT ABDUL HALIM
 Table of Contents

Table of Contents 2
1.1 Background Information 3
1.2 Problem Statement 4
1.3 Objectives 5
1.4 Significance of Study 5
1.5 Scope and Limitations of Study 6
1.6 Previous Studies 7
1.7 Methodology 9
References 10
1.1 Background Information

Online learning has been acknowledged as a valuable tool for learning. Many solutions were
offered to students to help them navigate the online learning environment and improve their
learning. Particularly beneficial for kids are exposure to self-regulated learning (SRL) and
Observational Learning (OL) (Yang, 2020).

The study is to observe how online learning affects the students' performance. The study will
have some respondents to get further information and strengthen the studies. The study will
cover the UiTM student which is for Geomatic peers.

Within the domain of online education, there are a range of benefits and drawbacks. Although
academic achievement is often the focus of attention, as measured by factors like grades,
standardized test scores, and course completion rates, the study findings are varied. Several
research suggest that online learning produces similar or better academic results when
compared to traditional in-person training. Nevertheless, further studies emphasize
difficulties such as increased rates of students leaving school before completion and unequal
academic achievements among different student populations. The ever-changing nature of
this landscape highlights the necessity for a comprehensive analysis and nuanced
comprehension of the influence of online learning on student achievement.
1.2 Problem Statement

Despite the growing adoption of online learning, there remains considerable uncertainty
regarding its impact on student performance. Although online education offers flexibility,
accessibility, and cost-effectiveness, it also introduces challenges like decreased engagement,
limited social interaction, and varied quality of instruction.

The COVID-19 pandemic has significantly impacted online learning in various ways. Firstly,
the pandemic led to the closure of schools and educational institutions worldwide, affecting a
vast number of students and necessitating a rapid shift to online learning (Amer & Amal,
2022). This can lead to technical challenges and learning disruptions. Where technical
challenges occurred because not all students have access to the necessary technology such as
computers, tablets or reliable internet connections. Other challenges, the sudden change
might impair learning processes, resulting in knowledge gaps or slower advancement.

Students may struggle to remain interested without in-person contact and the typical
classroom setting. Online courses differ from traditional courses in many ways. Face-to-face
instruction allows the instructor to judge students’ level of understanding of material from
non-verbal behavior and permits modifications to be made to instruction. Questions can be
answered immediately to provide clarifications and prevent misunderstandings. The nature of
online instruction does not allow instructors to perceive important non-verbal cues that signal
understanding (Hart et al., 2019).

Some studies highlight concerns about possible negative effects such decreased social
connection, technological obstacles and unequal access to resources, while others argue that
online learning might improve student results through improved engagement and
personalized learning experiences. We need to understand that students are not the same, they
have different family backgrounds, some students might be born in wealth but some students
are not. to afford the internet is really costly, plus the internet nowadays is quite expensive.
The pandemic also factors, some parents have limited job meaning have limited financial. we
love to mention that the internet for 1 month reaches RM 35.
1.3 Objectives

1. To assess the academic performance of students that engage in online learning

compared to traditional face to face learning.
2. To investigate the impact of online learning towards students' mood and overall
health.
3. To assess the effects of technological problems that students may have.

1.4 Significance of Study

Online learning is an important aspect of education that is important towards parents,

teachers, and educational institutes. Nowadays, online learning has become more popular as a
method of education, its effectiveness is evaluated thoroughly. By identifying how online
learning affects a students performance, teachers can create suitable plans to maximize online
learning.

After that, teachers are given the task of utilizing online learning, and to fully utilize it
teachers must be able to understand the strengths and weaknesses of online learning. By
understanding this, teachers are able to cater their teaching approach to meet the needs of their
students.

For students and parents, their concern stems from this new method of learning and they
might have reservations towards it. By understanding online learning, they will be able to see
the benefits and challenges of online learning. This will allow them to make informed
decisions and students will be able to maximize their learning potential with online learning.

Overall, this study is important as it sheds light into online learning’s effect to student’s
performance, henceforth letting the development of more effective online learning take place.
1.5 Scope and Limitations of Study

This study will focus on factors where the experiences of learning online may impact
students' performance. The factors that may be investigated are internet quality, suitable
environment to study, outside noises, and their field of study. The data will be collected by
randomly selecting 50 students to partake in a questionnaire who are currently studying in
UiTM Perlis Arau Campus.

Much like other studies, there are its limitations. For starters, the scope of students chosen are
limited to UiTM Perlis Arau Campus, and the result will only allow the generalization of
students studying in this specific campus. Other universities might obtain a different result
compared to what will be obtained here.
1.6 Previous Studies

According to research by Martin and Bolliger (2018), student participation is critical in

determining how motivated, satisfied, and successful students are in online courses.
According to the research, higher levels of student involvement in an online learning
environment have a good impact on academic results. Furthermore, when Larson and Sung
(2019) examined student performance in face-to-face, blended, and online learning
environments, they found that academic achievement and engagement levels were similar in
all formats. This finding implies that online education may successfully increase student
engagement and have a beneficial impact on performance results.

Besides the opinions of the students, Picciano (2019) notes that participation and engagement
in an online course have a big influence on students' success. In order to improve student
engagement and academic performance in the online learning environment, the research
emphasizes how important it is to create meaningful connections. Furthermore, Pardo, Han,
and Ellis (2017) emphasize the predictive power of student participation with online learning
events and self-regulated learning indicators in predicting academic achievement. According
to the research, encouraging communication and self-regulated study techniques may have a
good impact on how well online learners succeed.

Online learning has become more popular as a preventative strategy to maintain social
separation in educational settings as a result of the COVID-19 epidemic. Conijn, Snijders,
Kleingeld, and Matzat (2017) talk on the effects of switching to online and virtual
frameworks, stressing the need of using learning management system (LMS) data to forecast
student success. Clark, Nong, Zhu, and Zhu (2020) investigate the compensating effects of
online learning within the pandemic, emphasizing the consequences of this sudden change in
learning for students. These studies highlight the need of comprehending the special
possibilities and difficulties connected to the quick shift to online learning and how it affects
student performance.

The COVID-19 pandemic's important success characteristics for e-learning are further
examined by Alqahtani and Rajkhan (2020), who also throw light on the management
viewpoints that affect student achievement. Similar to this, Uppal, Ali, and Gulliver (2018)
stress the importance of e-learning service quality in influencing student outcomes and
propose that better student performance is a result of efficient e-learning services. These
findings emphasize how crucial it is to take essential success criteria and service quality into
account when using online learning to improve student performance.
1.7 Methodology

The study is designed to understand how learning online has impacted students' performance.
This study is quantitative in nature. Usually, quantitative research is done to understand
patterns and averages, which allows the researcher to make an educated prediction which
allows them to make a generalized conclusion.

This research will be carried out in UiTM Perlis Arau Campus. The sample size for this study
is 50 students that are chosen randomly. These 50 students will be completing a set of
questions that will ask their experience during online learning, the challenges they face, what
do they enjoy about online learning and other like minded questions.
References

Amer, H., & Amal, O. (2022, November 30). Online Learning on Students during the
COVID-19 Pandemic. Clinical Medical Reviews and Case Reports.
https://doi.org/10.23937/2378-3656/1410412

Yang, T. C. (2020). Impacts of observational learning and self-regulated learning mechanisms

on online learning performance: A case study on high school mathematics course.
Proceedings - IEEE 20th International Conference on Advanced Learning Technologies,
ICALT 2020, 2, 194–197. https://doi.org/10.1109/ICALT49669.2020.00063

Hart, C. M. D., Berger, D., Jacob, B., Loeb, S., & Hill, M. (2019, January). Online Learning,
Offline Outcomes: Online Course Taking and High School Student Performance. AERA Open,
5(1), 233285841983285. https://doi.org/10.1177/2332858419832852