Efficacy of Online Learning on the Development of Students’ Academic Competence: A Case Study of Yemeni Undergraduate Students Studying in India

Abstract

This study investigates the efficacy of online learning on the academic competence of Yemeni undergraduate students in India. It examines whether online learning delivers adequate quality education by evaluating students’ academic competence levels. Two groups of Yemeni students participated: 27 Arts students and 35 Science students, from five Indian universities. The Academic Competence Evaluation Scale (DiPerna & Elliott, 2000) was employed to assess students’ competence through online learning, with data collected online and analyzed using SPSS. The scale was used to evaluate Yemeni students’ academic competence through online learning. Descriptive statistics indicated moderate levels of academic competence for both groups. Despite the Arts group showing higher scores, the Independent Samples T-test revealed no statistically significant difference between the groups. Pearson Correlation analysis demonstrated a significant positive correlation between students’ academic skills and academic enablers. Furthermore, Linear Regression analysis indicated that academic skills significantly impacted academic enablers. The findings suggest that online learning can be a viable alternative during Covid-19, provided that certain adjustments are made. This study contributes to the growing body of knowledge on online learning, particularly in developing countries like Yemen, offering empirical evidence for policymakers, educators, and institutions on its effectiveness and areas needing improvement. The results underscore the importance of integrating academic skills and enablers into online learning environments to enhance academic competence among students.