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VOL. 2, ISSUE 1 (2026)
E-learning integration and student academic performance in higher education institutions: An empirical investigation of engagement, barriers, and pedagogical outcomes
Authors
Dr. Ananya Kulshreshtha
Abstract
The rapid expansion
of e-learning has transformed educational delivery worldwide, accelerated by
advances in digital technology and the widespread adoption of remote learning
during the COVID-19 pandemic. Despite its growing prevalence, evidence
regarding the impact of e-learning on academic performance remains
inconsistent. Guided by the Technology Acceptance Model (TAM), Constructivist
Learning Theory, and the Community of Inquiry (CoI) framework, this study
investigates the effects of e-learning on student academic outcomes, barriers
to adoption, and the mediating role of student engagement. A concurrent
mixed-methods research design was employed, integrating quantitative and
qualitative data. The study utilized a simulated dataset of 280 undergraduate
students from Science, Commerce, Humanities, and Engineering faculties.
Academic performance was measured through pre- and post-implementation GPA
scores, while engagement, platform usability, and adoption barriers were
assessed using standardized instruments. Quantitative data were analyzed using
paired t-tests and multiple regression, whereas qualitative findings were
examined through thematic analysis. The study aims to provide a comprehensive
understanding of how e-learning influences academic achievement and student engagement
while identifying key technical, pedagogical, and attitudinal challenges.
Findings are expected to inform evidence-based strategies for enhancing the
effectiveness and accessibility of digital learning environments.
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Pages:5-8
How to cite this article:
Dr. Ananya Kulshreshtha "E-learning integration and student academic performance in higher education institutions: An empirical investigation of engagement, barriers, and pedagogical outcomes". World Journal of Education, Vol 2, Issue 1, 2026, Pages 5-8
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