The Effect of E-learning and Students’ Digital Literacy towards Their Learning Outcomes

Abstract

The present study aimed at examining the effect of e-learning and students 'digital literacy towards their learning outcomes. It was designed in quasi-experimental research with post-test-only control group within 2x2 factorial design. The sample of the study involved 96 vocational students obtained from random sampling technique. Two instruments were conducted in this study, namely questionnaire and test. The obtained data were analysed descriptively and inferentially assisted by SPSS 25 in which analysis variance test (ANOVA) was conducted for hypothesis testing. The results of the study show 1) there are different learning outcomes between students who were taught using e-learning and conventional method; 2) there is an interactional effect between e-learning and students' digital literacy; 3) there are different learning outcomes between students with high digital literacy of experimental and high control group; and 4) there are different learning outcomes between students with low digital literacy of experimental and high control group. The provision of e-learning is effective for learning process. It implicates the teachers in which they direct students to know any digital learning platforms. It gives chance to integrate learning and technology to make students familiar with various technology which gives impact to their learning outcomes.

The relationship between students’ perception to the learning media, digital literacy skills, and self-regulated learning with students’ learning outcomes in the rural area

“…Digital literacy influences the education process, allowing schools and local governments to design education programs that are more effective and relevant to the demands of today's digital world. It can also help understand how technology can be used positively to improve the quality of education (Anthonysamy, Koo & Hew, 2020;Goodwin, Cho, Reynolds, Brady & Salas, 2019;Özüdoğru & Çakir, 2020;Puniatmaja, Parwati, Tegeh & Sudatha, 2023;Rafi, JianMing & Ahmad, 2019;Singh, 2021;Sinha & Ugwulebo, 2022). However, many of these studies have been conducted in urban areas and very few have been conducted in underdeveloped areas, resulting in a gap in the quality of education.…”