Undergraduate Students’ Attitudes towards Elearning during the COVID-19 Pandemic: A Case Study of the University of Kabianga, Kenya

Dr. John K. Keter and Dr. Beatrice C. Chepkwony
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Dr. John K. Keter: Department of Curriculum, Instruction and Educational Media (CIEM) School of Education, Arts and Social Sciences (SEASS) University of Kabianga
Dr. Beatrice C. Chepkwony: Department of Curriculum, Instruction and Educational Media (CIEM) School of Education, Arts and Social Sciences (SEASS) University of Kabianga

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 7, 2547-2557

Abstract: The unprecedented outbreak of the COVID-19 pandemic greatly disrupted education systems worldwide. To mitigate the spread of the virus and ensure continuity of learning, universities were compelled to rapidly transition from traditional face-to-face instruction to eLearning. This abrupt shift presented numerous challenges, especially for students who were inadequately prepared for virtual learning environments. While a few students were already familiar with eLearning platforms and adapted with relative ease, many others encountered difficulties and exhibited resistance toward the new mode of instruction. This case study, conducted at the University of Kabianga, explored undergraduate students’ attitudes towards eLearning during the COVID-19 pandemic, focusing on their experiences with the sudden transition from in-person to online learning. Data was collected from 376 undergraduate students using a web-based, 5-point Likert scale questionnaire. Content validity of the instrument was ensured through expert review, and a pilot test yielded a Cronbach’s Alpha reliability coefficient of 0.84, confirming the instrument’s internal consistency. Data was analyzed using descriptive statistics (frequencies and means) and inferential statistics (ANOVA) with SPSS version 25.0. The findings revealed that while students generally perceived the quality of instruction to be sustained, there was a noticeable decline in their engagement and academic performance during the period of online learning. The study recommends targeted training and support for both students and instructors to improve the effectiveness and acceptance of eLearning, particularly during crisis-induced transitions.

Date: 2025
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