ELECTRONIC LEARNING ON STUDENTS ACHIEVEMENT AT HIGHER EDUCATION: CAUSE AND EFFECT STUDY

Abstract

The study of this research investigated “Electronic Learning on Students Achievement at Higher Education: Cause and Effect Study” this research is to establish the causal relationship between student performance and e-learning instructional methods in higher education, as it pertains to developing environmentally sustainable education models. Increasingly, digital technology is transforming how we approach traditional educational techniques and methods that have historically been used in developing sustainable educational practices. This research examines what type of impact e-learning has on developing sustainable education practices, as well as how these practices develop over time, with a focus on student engagement, institutional resilience, the efficiency of resources used in the delivery of education, and the availability of education to students with various types of needs. The study looks at data collected at universities in Multan and will assess the advantages and difficulties of e-learning in sustainable instruction. The method of cluster sampling was applied. A structured questionnaire was used as an instrument for data collection. (SPSS) version, 25 was used for data analysis. The mean, standard deviation, frequency, and One-way ANOVA, independent sample t-test, the adoption of E-learning in higher education has meaningfully influenced students’ professional development. As E-learning environments allow students to access various learning materials and activities, they have been able to recover their personal, academic, and teaching skills. So, students increase larger contact to educational practices, which increases their thoughtful and application of theoretical knowledge. Due to the online nature of learning, students face some challenges. These include personal difficulties such as lack of motivation or time management, classroom-related issues like reduced interaction and engagement, and institutional problems such as short technological support. Therefore, these issues can hinder their whole learning experience and development. As students come from varied academic and demographic backgrounds, their experiences with E-learning differ. Though academic and teaching skills show little difference between male and female students, the effect of E-learning on personal development differs based on the student's last degree. Similarly, the level of participation in academic activities and the challenges faced in virtual settings differ according to the program of study.