Exploring Gender-Based Disparities in the E-learning Journey: An In-Depth Analysis of Student Experiences

Abstract

E-learning has become the primary solution to ensure continuous education amid the COVID-19 pandemic. This approach relies on digital devices and emphasizes enhanced internet access for teachers and learners, given that the internet serves as the main conduit for information. This study aimed to examine how college students’ gender influences their experience with e-learning in SOCECON 10-The Contemporary World, a general education course offered at Xavier University-Ateneo de Cagayan. The research methodology employed a descriptive and quantitative research design to collect participant data. The survey questionnaire was developed based on the Demand-Driven Learning Model (DDLM) and employed a 4-point Likert scale. The questionnaire’s validity was confirmed using Cronbach’s Alpha. Cochran’s formula was applied to determine a sample size of 251 participants, selected through stratified random sampling. The findings revealed notable variations in students’ e-learning experiences based on gender, encompassing content, delivery, service, and outcome. Overall, the male students had a better e-learning experience.