ISSN: 2222-6990
Open access
Over a year has passed after the massive transition of face-to-face teaching and learning (TL) to online learning (OL) due to the Covid-19 pandemic. Upon this date, OL has become a common practice for primary, secondary, and even tertiary education. This sudden change affects all students from each level of income groups, no exception to the low-income families. The hardship they endure during the pandemic not only to survive the retrenchment but also persisting their children education. The low-income group students must compete between all equipped students, with themselves whom barely have a computer. The aim of the study was to evaluate the low-income and non-low-income students on their perception on OL and the supports they received from their families and instructors. Data were collected from 206 pre diploma students in UiTM Cawangan Pulau Pinang, on their first-time OL experiences. The data analysis was done on the descriptive (presented in tables and diagrams) and inferential statistics (t-test analysis and chi-square test). Findings indicated that majority of the students received enough support from their families and instructors. However, almost half of the students, either in the low-income group or not, sometimes experienced problems with internet connection and internet data. Furthermore, a few low-income students’ families have been affected by the Movement Control Order (MCO), requiring them to balance their time between studying and helping their families. Even though only few students from low-income group admitted to having a problem with OL, more than half of students from both groups do sometimes have problems with OL should not be overlooked. Prolonging this condition can cause difficulties in their studies.
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In-Text Citation: (Mansor et al., 2021)
To Cite this Article: Mansor, S. N. A., Omar, M., & Saad, S. M. (2021). Survey of Perception on Online Learning among Low-Income Group Students in Pre-Diploma Programs. International Journal of Academic Research in Business and Social Sciences, 11(9), 873–887.
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