QUANTUM UNIVERSITY

QUANTUM SCHOOL OF BUSINESS

BUSINESS RESEARCH METHODS

ASSIGNMENT – 2
FUTURE OF ELECTRIC AND HYBRID ELECTRIC VEHICLES

SUBMITTED TO : SUBMITTED BY :
Dr. Vinay Pal Singh Ayush Kamboj
(Associate Professor) MBA [ 2024 – 2026]
Quantum school of Business and Q.ID - 24100070
Management
 ACKNOWLEDGEMENT

I would like to express my deepest gratitude to Dr. Vinay Pal Singh for his
invaluable guidance, support, and encouragement throughout the course of this
project. Her insight, expertise, and unwavering dedication have been
instrumental in shaping the direction and success of this work. I am truly
thankful for her time, patience, and the knowledge she generously shared, which
has greatly contributed to the completion of this project.

Her mentorship has been a source of inspiration, and I am profoundly grateful for her
contributions.

AYUSH KAMBOJ

MBA 1ST YEAR

 CERTIFICATE

I have the pleasure in certifying that AYUSH KAMBOJ is a bonafide

student of 1st year of MASTERS OF BUSINESS ADMINISTRATION
(2024 – 2026), of Quantum School of Business.

He has done his Research Project .I certify that this is his original effort.
This project has also not been copied from any other source. This project has
also not been submitted in any other University.

Signature : ……………………

Name of Mentor :…………………

Designation :…………………………….

Date :……………………….
 INDEX

1. Objectives………………………………………………………….
2. Introduction………………………………………………………………..
3.Literature Review……………….………………………………….
4. Hypothesis…………………………………………………………..
5. Research Methodology…………………………………………….
6. Conclusion………………………………………………………….
Abstract:
In recent years, the integration of digital technologies in educational institutions has revolutionized
the teaching and learning landscape. Badruka College of Commerce and Arts, a renowned institution
committed to academic excellence, has also embraced digital learning methodologies to enhance the
educational experience of its students. This abstract provides an overview of the impact of digital
learning in Badruka College, focusing on various dimensions such as pedagogical transformation,
student engagement, faculty development, and institutional advancement.

Firstly, digital learning has facilitated a significant pedagogical transformation in Badruka College
by diversifying instructional strategies and promoting active learning. Through online platforms,
students have access to multimedia-rich content, interactive simulations, and virtual laboratories,
which cater to diverse learning styles and promote deeper understanding of complex concepts.
Moreover, digital tools enable collaborative learning experiences, encouraging students to engage in
discussions, group projects, and peer evaluations, thereby fostering critical thinking and problem-
solving skills.

Secondly, digital learning has revolutionized student engagement by providing flexible and
accessible learning opportunities. With the proliferation of online courses and resources, students can
personalize their learning experiences, pace their studies, and access educational materials anytime,
anywhere. This flexibility has proven invaluable, especially for non-traditional students, working
professionals, and those with diverse learning needs, thus promoting inclusivity and equity in
education.

Furthermore, digital learning has played a pivotal role in faculty development at Badruka College by
fostering a culture of innovation and continuous professional growth. Faculty members are
encouraged to integrate technology into their teaching practices through training workshops,
seminars, and peer collaborations. By leveraging digital tools, educators can create dynamic and
interactive learning environments, assess student progress more effectively, and provide timely
feedback, thereby enhancing the overall quality of instruction.
Lastly, the adoption of digital learning has contributed to the institutional advancement of Badruka
College by enhancing its reputation, expanding its reach, and improving student outcomes. Through
strategic investments in technology infrastructure and educational resources, the college has
positioned itself as a leader in digital education, attracting top-tier faculty and students from across
the region. Moreover, digital learning initiatives have resulted in improved retention rates,
graduation outcomes, and alumni satisfaction, thereby reinforcing the college's commitment to
academic excellence and student success.

In conclusion, the impact of digital learning in Badruka College of Commerce and Arts is multi-
faceted, encompassing pedagogical innovation, student engagement, faculty development, and
institutional advancement. By embracing digital technologies, the college has not only adapted to the
evolving needs of 21st-century learners but has also emerged as a trailblazer in the realm of digital
education, setting a benchmark for educational excellence and innovation in the region.
 CHAPTER I
INTRODUCTION
Introduction:

In the dynamic landscape of higher education, where traditional boundaries are continually
challenged by technological innovations, Badruka College of Commerce and Arts stands as a beacon
of academic excellence and innovation. With a steadfast commitment to fostering holistic
development and academic rigor, the college has embarked on a transformative journey towards
integrating digital learning methodologies into its educational fabric. This introduction delves into
the profound impact of digital learning within the precincts of Badruka College, shedding light on its
implications for pedagogical evolution, student engagement, faculty empowerment, and institutional
progress.

Amidst the digital revolution sweeping across educational institutions worldwide, Badruka College
has embraced this paradigm shift with visionary zeal, recognizing digital learning as a potent catalyst
for educational transformation. At its core, this transformative endeavor is not merely about adopting
new technologies but fundamentally reimagining the way knowledge is imparted, assimilated, and
applied in the 21st century.

The integration of digital learning within Badruka College has heralded a paradigmatic shift in
pedagogical approaches, fostering innovation and adaptability in teaching practices. Through the
strategic incorporation of digital tools, educators have transcended the constraints of traditional
lectures, embracing interactive multimedia resources, virtual laboratories, and simulation-based
learning experiences. This evolution towards active and experiential learning not only nurtures
critical thinking and problem-solving skills but also cultivates a deep-seated curiosity and passion for
lifelong learning among students.

Furthermore, digital learning has emerged as a cornerstone in augmenting student engagement and
empowerment within Badruka College. By leveraging online platforms and virtual classrooms,
students are afforded unparalleled flexibility and accessibility in their learning journey. Whether it's
accessing course materials remotely, participating in collaborative projects, or engaging in real-time
discussions with peers and instructors, digital learning has democratized education, transcending
geographical barriers and empowering students to take ownership of their learning experiences.

The impact of digital learning extends beyond the student body, permeating into the realms of faculty
development and empowerment. Recognizing the pivotal role of educators as agents of change,
Badruka College has invested in comprehensive training programs and professional development
initiatives to equip faculty members with the requisite skills and competencies for leveraging digital
technologies effectively. This investment not only enhances teaching efficacy but also fosters a
culture of innovation, collaboration, and continuous improvement within the academic community.

Moreover, the embrace of digital learning has positioned Badruka College at the vanguard of
educational innovation and institutional advancement. By harnessing the transformative power of
technology, the college has expanded its educational reach, enhanced its global reputation, and
bolstered student outcomes. Through strategic investments in digital infrastructure, learning
resources, and pedagogical innovation, Badruka College continues to chart new frontiers in
educational excellence, paving the way for a future where learning knows no bounds.

In conclusion, the impact of digital learning in Badruka College of Commerce and Arts is profound
and far-reaching, permeating every facet of the institution's academic ecosystem. As the college
navigates the uncharted waters of digital transformation, it remains steadfast in its commitment to
nurturing a generation of lifelong learners, equipped with the knowledge, skills, and adaptability to
thrive in an increasingly interconnected and technology-driven world.
Objectives

• This study aims to determine the Impact of Digital Learning on student’s academic performance

at Badruka college of Commerce and Arts. 2023-2024.

• Specifically, the study seeks to provide answer to the Specific questions

 CHAPTER II

REVIEW OF LITERATURE
 This chapter presents a review or related literature and research studies which provided a

basis for the present study.

Related Literature and Studies

Impacts of digital technologies on education and factors influencing schools' digital capacity

and transformation: A literature review

Abstract

Digital technologies have brought changes to the nature and scope of education and led

education systems worldwide to adopt strategies and policies for ICT integration. The latter

brought about issues regarding the quality of teaching and learning with ICTs, especially

concerning the understanding, adaptation, and design of the education systems in accordance

with current technological trends. These issues were emphasized during the recent COVID-19

pandemic that accelerated the use of digital technologies in education, generating questions

regarding digitalization in schools. Specifically, many schools demonstrated a lack of

experience and low digital capacity, which resulted in widening gaps, inequalities, and learning

losses. Such results have engendered the need for schools to learn and build upon the

experience to enhance their digital capacity and preparedness, increase their digitalization

levels, and achieve a successful digital transformation. Given that the integration of digital

technologies is a complex and continuous process that impacts different actors within the

school ecosystem, there is a need to show how these impacts are interconnected and identify

the factors that can encourage an effective and efficient change in the school environments. For

this purpose, we conducted a non-systematic literature review. The results of the literature

review were organized thematically based on the evidence presented about the impact of digital

technology on education and the factors that affect the schools’ digital capacity and digital

transformation. The findings suggest that ICT integration in schools impacts more than just
students’ performance; it affects several other school-related aspects and stakeholders, too.

Furthermore, various factors affect the impact of digital technologies on education. These

factors are interconnected and play a vital role in the digital transformation process. The study

results shed light on how ICTs can positively contribute to the digital transformation of schools

and which factors should be considered for schools to achieve effective and efficient change.

Literature Review on the Impact of Digital Technology on Learning and Teaching November

2015

Abstract:

The research literature is extensive, even when material about older technologies which are no

longer relevant, learners over the age of 18, and largely descriptive (i.e. not empirical or

analytical) studies are eliminated. Much of the research, however, is focused on relatively

small scale applications of digital technology. Many of these studies use qualitative data from

teachers and learners to describe short term outcomes, not testing changes in knowledge or

skills over time or comparing subjects to similar groups of learners who have not used digital

applications. However, there are studies - particularly on the use of digital learning to increase

attainment in specific subject areas - which measure knowledge and skills acquired and

compare learners who have used digital applications to learners who have not.

Effect of specific digital tools and resources

Somekh et al (2007) evaluated the Primary School Whiteboard Expansion (PSWB)

project in England. They found that the length of time learners were taught with interactive

whiteboards (IWBs) was a major factor in learner attainment at the end of primary schooling,

and that there were positive impacts on literacy (and numeracy) once teachers had experienced

sustained use and the technology had become embedded in pedagogical practice. This equated

to improvements at Key Stage 2 writing (age 11), where boys with low prior attainment made
2.5 months of additional progress.

Hess (2014) investigated the impact of using e-readers and e-books in the classroom,

among 9-10 year olds in the USA. The e-books were used in daily teacher-led guided reading

groups, replacing traditional print books in these sessions. Teachers also regularly used the e-

readers in sessions where the class read aloud, and e-readers were available to learners during

the school day for silent reading. The study found a significant difference in reading

assessment scores for the group using the e-readers. Scores improved for both male and female

learners and the gap between males and females decreased.

There is indicative evidence that digital tools and resources can help to reduce gaps in

subject attainment where they are effectively implemented. There is promising evidence that

digital equipment and resources can help learners with additional support needs to improve

their skills and competences in literacy and numeracy. Teachers' skills and competences in

recognizing how to use digital tools and resources and apply them effectively are critical to

achieving positive results for learners with additional support needs or who are disadvantaged

in other ways.

Becta (2007) reviewed the literature on the potential for digital learning to overcome

disadvantage and disaffection. They found evidence that digital learning increased learners'

interest in learning, their confidence in practicing a skill and the time they spent on non-formal

learning. There is very little meta-analysis covering this area or examining specific groups of

disadvantaged learners. In the main there are small numbers of small-scale empirical studies in

a variety of contexts for different groups of learners. This makes it difficult to draw

conclusions, although Higgins, et. al. (2011) concluded that digital tools and resources can be

'particularly practical for lower ability learners and those with special educational needs where

they allow for differentiation and more intensive practice, and provide a greater motivation to
learn. In one controlled study of the use of laptops in classrooms for literacy and numeracy

learning which examined differences between girls and boys (Yang, et. al, 2013), no difference

was found in the results.

Clas, et. al. (2009) found that digital tools could help secondary school learners who

had relatively lower literacy, many of whom were learning the language of instruction. Tests of

knowledge and understanding (in social studies) before and after the use of an online thesaurus

and online dictionary showed that both improved their subject knowledge and their

understanding, and that the online dictionary made a bigger difference, most probably because

it was easier to use.

Reed, et. al. (2013) found that digital resources could help learners over the age of 8

who were 6-12 months behind their age group in their reading age to catch up. The phonics

program which was followed in class helped most learners to improve both their reading and

spelling in standard tests. Murphy and Graham (2012) found from a wider review of studies

that word processing generally had a positive impact on the writing skills of weaker writers.

This was related to help with revision and spelling before assessment.

Zheng, et. al. (2014) found that providing a laptop to access digital resources, in order

to improve disadvantaged lower secondary learners' science learning, was effective in reducing

the gap in knowledge and understanding, as well as increasing their interest in science

subjects. They attributed this to the more individualized learning that was possible. Jewitt and

Parashar (2011) found that providing a laptop and internet connection to i low-income

i families i in i two i local i authority i areas i in i England i increased i the completion/quality

of homework, the time spent on it and the extent of independent learning.

There is promising evidence that digital equipment can support learners with learning
disabilities. O'Malley, et. al. (2013) found that among a small number of learners the majority

benefited from using an iPad to increase numeracy. While Gonzalez-Ledo, et. al. (2015) found

that literacy among a group of learners with learning difficulties increased when they were

provided with a computer graphics organizer (they wrote more words and included more story

elements in their composition). Seo and Bryant's (2009) review of 11 studies of using digital

tools with learners with learning disabilities for math found no conclusive evidence, though

most of the studies had a positive effect on addition skills.

Having digital resources can improve numeracy skills such as subtraction. Peltenberg,

et. al. (2009) found that, among 8 to 12-year-old learners in some special schools in the

Netherlands, the approach to learning and practicing subtraction in the e- learning resources

had a positive effect on their competence (measured by comparing their scores on online tests

using the tool and using pen and paper). They argued that the learners were better able to see

their mistakes and to better understand what went wrong.

Devlin, et. al. (2013) demonstrated how virtual interactive worlds can be used to enable

a small group of secondary age looked after children to develop their team work and

negotiation skills.

According to Pate (2019), many education systems are still at an early stage in

recognizing the role of digital learning and incorporating it in schools. Faced with many other

priorities competing for available resources, they have made no more than a modest

commitment to adopting digital learning materials and techniques. i Only now is progress

being made towards organizing the development of professional digital competence for

teachers. A consequence of the slow adoption of digital learning in education is that

commercial understanding of specific curriculum needs is frequently inadequate, and the

market is under-developed. Large companies find the extensive and less-demanding home

market easier to target, while smaller, educationally- expert companies may lack the financial
resources to develop specialized products on a speculative basis. There is no clearly-defined

target for product design within fast- changing delivery systems, and pedagogic research and

practical experience are only beginning to yield lessons on how best to proceed. Digital

learning is an effective teaching method to enhance students’ learning experience. It

emphasizes a high-quality teaching experience and provides access to challenging contents,

feedback through formative assessment, and self-learning opportunity at student’s own pace.

Digital classrooms are considered as the vital element in promoting and improving the

traditional methods of teaching and learning. Digital classroom requires a shift from a teacher-

centered to student-centered environment where the instructor must take on multiple new roles.

The integrating technology into the classroom is an approach to develop better understanding

of basic concepts provided for learning, if it is applied appropriately. Digital classroom

comprises all forms of electronically supported learning and teaching.

Giapponi, et. al. (2015) said that digital technology has proven a beguiling, some even

venture addictive, presence in the lives of our 21st century (millennial) students. And while

screen technology may offer select cognitive benefits, there is mounting evidence in the

cognitive neuroscience literature that digital technology is restructuring the way our students

read and think, and not necessarily for the better. Rather, emerging research regarding

intensive use of digital devices suggests something more closely resembling a Faustian

quandary: Certain cognitive skills are gained while other “deep thinking” capabilities atrophy

as a result of alterations in the neural circuitry of millennial brains. This has potentially

profound implications for management teaching and practice. In response, some advocate that

we “meet students where we find them.” We too acknowledge the need to address student

needs, but with the proviso that the academy’s trademark commitment to penetrating,

analytical thinking not be compromised given the unprecedented array of existential challenges

awaiting this generation of students. These and rising faculty suspicions of a new “digital
divide” cropping up in the management classroom represents a timely opportunity for

management educators to reflect not only on how today’s students read and learn, but equally,

on what and how we teach.

American University (2020) reports that 92 percent of teachers understand the impact

of technology in education. According to Project Tomorrow, 59 percent of middle school

students say digital educational tools have helped them with their grades and test scores. These

tools have become so popular that the educational technology market is projected to expand to

$342 billion by 2025, according to the World Economic Forum.

In an earlier meta-analysis, Liao, et. al. (2007), considered the effects of digital tools

and resources on elementary school learners' achievement in Taiwan. Synthesizing research

comparing the effects of digital learning (equipment, tools and resources) with traditional

instruction on elementary school learners' achievement, they considered quantitative and

qualitative information from 48 studies including over 5,000 learners. Of the 48 studies, 44

(92%) showed positive effects in favor of a computer assisted intervention, while four

(8%) were negative and favored a traditional instruction method. Nearly 60% of the studies

examined the effects of computer aided instruction for teaching mathematics or science.

Another 11% of the studies concentrated on the teaching of reading and language. They found

an overall positive effect size across all the studies of

0.45 (study-weighted grand mean), which is considered to be a moderate effect, with a wide

range of effect sizes (from 0.25 to 2.67).

Megwa, C. (2022) said that technological advancements have continued to break new

grounds in various areas of human endeavor including in the educational system. The

introduction of technology into education particularly in the aspect of teaching has brought

about a change in trend from the traditional teaching practices to a modern digital teaching

approach. The purpose of this review is to discuss the impact of technology in education
particularly as tool in teaching and learning for students in higher institutions. The focus on

higher institutions was because students in this age range are considered adults and have

significant experience in learning after passing through primary and secondary school

education.

The review highlights the challenges of technology as a tool in teaching and learning,

while also discussing its advantages. The paper further discusses possible solutions and

recommendations to address the problems encountered by higher institutions in adopting

technology for teaching and learning. The outcome of this literature will enable institutions to

measure the pros and cons of the reliance on technology in teaching and learning, while also

considering alternative teaching approaches and mechanisms in managing technology

concerning teaching and learning.

Attri, et. al. (2019) said that a lot of emphasis in the present times is on transiting

towards student-centric learning which aids in creating authentic student experiences by

engaging them in higher order thinking as compared to traditional instructional teaching in

classrooms. A knowledge of how students engage in digital learning tools can play a vital role

in managing and leveraging technology for enhancing the student learning. Studies on the

effect of the usage of digital technology on the academic performance and subsequent

placement of the students graduating from higher education institutions are very limited.

Academic performance is strongly correlated with the time spent on digital learning tools.

However, a very weak and insignificant correlation is observed between the time spent on

digital learning tools and the final placement package received.

 THEORITICAL REVIEW

The impact of digital learning on students' academic performance has been a subject of

considerable theoretical exploration and empirical research. Here's a theoretical review

highlighting key themes and findings in this area:

Technology-Enhanced Learning (TEL) Frameworks:

The TEL framework emphasizes the integration of technology into educational

practices to enhance teaching and learning outcomes. It encompasses various digital tools,

platforms, and resources aimed at improving engagement, accessibility, and flexibility in

education.

Cognitive Engagement and Learning Outcomes:

Digital learning offers interactive and multimedia-rich environments that promote

cognitive engagement, critical thinking, and problem-solving skills among students. The use of

simulations, virtual laboratories, and interactive modules stimulates active learning, leading to

deeper understanding and retention of course material.

Personalized Learning and Adaptivity:

Digital learning platforms can personalize instruction based on individual learning

styles, preferences, and performance metrics. Adaptive learning algorithms can dynamically

adjust content delivery and pacing to accommodate students' diverse needs, maximizing their

learning potential and academic success.

Accessibility and Inclusivity:

Digital learning eliminates geographical barriers and enhances accessibility to

educational resources for students with diverse backgrounds and abilities. It provides
 opportunities for remote and asynchronous learning, accommodating learners with disabilities,

non-traditional schedules, or limited access to traditional educational settings.

Collaborative and Social Learning:

Online collaboration tools, discussion forums, and social media platforms facilitate

collaborative learning experiences, allowing students to interact, share ideas, and collaborate

on projects regardless of physical proximity. Social learning environments foster peer-to-peer

support, knowledge sharing, and community-building, contributing to enhanced academic

performance.

Continuous Assessment and Feedback:

Digital learning enables real-time assessment and feedback mechanisms, allowing

instructors to monitor student progress, identify learning gaps, and provide timely

interventions. Formative assessments, quizzes, and instant feedback loops support ongoing

learning and skill development, leading to improved academic performance over time.

Data-Driven Decision Making:

Digital learning generates vast amounts of data on student interactions, engagement

patterns, and performance metrics. Learning analytics and data-driven insights enable

educators to make informed decisions, tailor instructional strategies, and implement targeted

interventions to optimize student learning outcomes and academic achievement.

Challenges and Considerations:

While digital learning offers numerous benefits, it also presents challenges such as

digital divide, technological barriers, information overload, and concerns about academic

integrity. Addressing these challenges requires proactive measures such as digital literacy

training, equitable access to technology, and robust cybersecurity protocols.

In conclusion, the theoretical review highlights the multifaceted impact of digital

learning on students' academic performance, emphasizing its potential to enhance engagement,

accessibility, personalized learning experiences, collaboration, assessment practices, and data-

driven decision-making in education. By leveraging digital technologies effectively and

addressing associated challenges, educational institutions can harness the transformative power

of digital learning to optimize student learning outcomes and promote academic success in the

digital age.
 CHAPTER III

RESEARCH METHODOLOGY
Need for the study

• For the students. The study will serve as guide to the students to be aware of the

potential effects in their academic performance if they decide to use the digital learning

tools in their classrooms, as well as the advantages and disadvantages.

• For the teachers. This study will also assist teachers in providing academic

encouragement and assistance to students. It also makes it easier for them to customize

learning for students.

• For the school administration. This study served as a guide for them in developing and

reviewing programs that will benefit the students in using the digital learning tools in

classrooms.

• For the researchers. This study can be a great help to us for we can be have

knowledgeable.

• For the future researchers. This study can assist the future researchers in conducting

their own manifestation that can be related to this project. This research can serve as

their resource or reference as an addition to their inquiry.

Scope of the study
In general, the focus of the study was directed towards knowing the impact of digital

learning on student’s academic performance level in Badruka college of Commerce and Arts.S.Y.

2023-2024. the study was limited only in 49 Students who are pursuing MBA the academic year

2023-2024 of Badruka college of Commerce and Arts.

Limitations
This study was limited in using questionnaire that was only limited to the student’s in academic

performance level in Badruka college of Commerce and Arts and it served as a major source of data

and the descriptive method of research. The findings of the study were only based on the sample

study.
RESEARCH METHODOLOGY i

Research comprises defining and redefining problems, formulating, hypothesis or suggested

solutions; collecting, organizing and evaluating data, making deductions and at last carefully testing
the conclusions to determine whether they fit the formulating hypothesis or not. Research is an
important pre-requisite for a dynamic organization. The research methodology is a written game plan
for conducting research. It may be understood as science of studying. In it the various steps are
described that are adopted by a researcher in studying his research problems.

Research design:

A research design is purely and simply the frame work of plan for a study that guides the
collection and analysis of data. It is a blue print for a complete study. It resembles the architects blue
print map for constructing a house. There are three types of research design namely.

• Exploratory
• Descriptive
• Causative

The type of research carried out for this project is Descriptive in nature.

Descriptive Research Studies a r e t h o s e s t u d i e s , w h i c h a r e c o n c e r n e d w i t h

specific predictions, with narration of facts and characteristics concerning individual,
group or situation or used to describe the phenomena already exists.

i The main characteristic of this method is that the researcher has no control over the variables;
he can only report what has happened or what is happening. The methods of research utilized in
descriptive research are survey methods of all kinds, including comparative and co relational
methods.
AREA OF STUDY
The units selected for the purpose of study are 49 Students from Badruka college of Commerce and
Arts.

SAMPLING DESIGN

I. A sample design is a definite plan for obtaining a sample from a given population. i

The population: - the students were categorized as digital learning on their academic performance

II. Sample Size: 49

The sample of 49 Students is taken.

III. Sampling Technique

This refers to procedure by which the samples have been chosen for the purpose of data
collection.

Judgmental Sampling technique was used in which researcher choose any item from the whole
population which he thinks or take as the typical and true representative of the population.

STEPS OF METHODOLOGY USED

1. collection of data

2.organisation of data

3.presentation of data

4.analysis of data.
DATA COLLECTION
The task of data collection begins after a research problem is being defined and research design
chalked out.

Data types:

a) Primary Sources

The primary data are those which are collects fresh and for the first time, and thus happen to be
original in character.

The primary source of collecting the data was through interview method in which the researcher
personally interviewed the respondents.

Direct observation was made to understand the performance of students.

Each respondent was asked to fill a questionnaire covering the personal data of the respondents such
as age, year of experience, income. The questionnaire also included dimensions relating to academic
performance of the students. The time duration to fill the questionnaire was 5-10 minutes.

b) Secondary Sources

The secondary data are those which have already been collected by someone and which have already
been passed through the statistical process.

Data is also collected from:-

i. HR Manual.

ii. Various Books, Magazines.

iii. Internet.

i
TOOLS AND ANALYSIS

Statistical Tools

Following are the statistical tools involved in the research project.

 CHAPTER IV
DATA ANALYSIS AND INTERPRETATION
 1. Age

Count of
Age Age
18-25 44
26-35 4
36-45 1

Interpretation:
The data reveals a predominantly younger demographic among the respondents, with the majority
falling within the age range of 18-25. This aligns with the typical demographic composition of
college and university students, suggesting that the survey primarily captures the perspectives and
experiences of students at Badruka College of Commerce and Arts. Understanding the age
distribution of respondents can help contextualize the survey findings and tailor educational
initiatives and support services to meet the needs of different age groups within the student
population.
Weighted average = ((44 * 1) + (4 * 2) + (1 * 3)) / (44 + 4 + 1)
= (44 + 8 + 3) / 49
= 55 / 49
Weighted average ≈ 1.1224
 2. Gender
Count of
Gender Gender
Female 25
Male 24

Interpretation:
The data suggests a relatively balanced gender distribution among the respondents, with a slightly
higher number of female respondents compared to male respondents. This balance is important in
ensuring that the survey captures a diverse range of perspectives and experiences from both genders
within the student population at Badruka College of Commerce and Arts. Understanding the gender
distribution can help identify potential differences or commonalities in experiences, preferences, and
needs among male and female students, informing targeted initiatives and support services to
promote inclusivity and cater to the diverse needs of all students.

Weighted average = ((25 * 1) + (24 * 2)) / (25 + 24)

= (25 + 48) / 49
= 49 / 49
Weighted average = 1
 3. Occupation

Count of
Occupation Occupation
homemaker 1
Other 3
Self
employed 4
Student 41

Interpretation:
Overall, the data highlights the diverse occupational backgrounds of the respondents, with the
majority being students, followed by a smaller number of self-employed individuals, and even fewer
homemakers and respondents in other occupations. Understanding the occupational distribution of
respondents can provide insights into the demographics and backgrounds of the survey participants,
which can be valuable for tailoring educational initiatives, support services, and resources to meet
the specific needs and preferences of different occupational groups within the student population.

Weighted average = ((1 * 1) + (3 * 2) + (4 * 3) + (41 * 4)) / (1 + 3 + 4 + 41)

= (1 + 6 + 12 + 164) / 49
= 183 / 49
Weighted average ≈ 3.7347
 4. Do you feel digital learning has improved your understanding of course material?

Options Responses
No 1
Yes 48

Interpretation:
The overwhelming majority of respondents perceive digital learning as beneficial in improving their
understanding of course material. This positive sentiment underscores the effectiveness of digital
learning methods and resources in facilitating learning and comprehension among the student
population at Badruka College of Commerce and Arts. Understanding the perceptions of students
regarding the impact of digital learning on their understanding of course material can inform
educational practices and strategies aimed at optimizing the use of digital resources to enhance
learning outcomes and student success.

Weighted average = ((48 * 1) + (1 * 2)) / (48 + 1)

= (48 + 2) / 49
= 50 / 49
Weighted average ≈ 1.0204
 5. Count of Has digital learning affected your motivation to study?

Options Responses

No 12

Yes 37

Interpretation:
Overall, the data suggests that digital learning has a noticeable influence on the motivation to study
among the respondents. While there are some who feel their motivation remains unaffected, the
majority perceive digital learning as positively impacting their motivation levels. Understanding the
relationship between digital learning and motivation can inform educators and institutions about the
efficacy of digital learning strategies in promoting student engagement and academic success, thus
guiding the development and implementation of effective learning experiences.

Weighted average = ((37 * 1) + (12 * 2)) / (37 + 12)

= (37 + 24) / 49
= 61 / 49
Weighted average ≈ 1.2449
6. Count of Do you prefer digital learning or traditional classroom learning?

Options Responses
Digital learning 29
traditional classroom learning 20

Interpretation:
Overall, the data indicates a slight preference for digital learning among respondents at Badruka
College. This could be attributed to various factors such as the flexibility, accessibility, and
convenience offered by digital learning platforms, as well as the increasing integration of technology
in educational practices. However, it's worth noting that there is still a significant minority of
students who prefer the traditional classroom setting, suggesting a diverse range of learning
preferences and needs among the student population. These insights can inform curriculum design,
instructional strategies, and resource allocation to ensure that the educational needs and preferences
of all students are effectively addressed.

Weighted average = ((29 * 1) + (20 * 2)) / (29 + 20)

= (29 + 40) / 49
= 69 / 49
Weighted average ≈ 1.4082
 7. What tools or features do you think could enhance your digital learning experience?

Options Responses
Audio classes 4
Byjus 5
E-Books 15
YouTube 25

Interpretation:
Overall, the responses indicate a varied preference for digital learning tools and platforms among
students at Badruka College. While some gravitate towards specific platforms like YouTube and
Byjus for their comprehensive content offerings, others emphasize the importance of traditional
resources like e-books and audio classes. This diversity underscores the need for educational
institutions to provide a range of digital resources and support mechanisms to cater to the diverse
learning styles and preferences of students, thereby enhancing the overall digital learning experience.
Weighted average = ((4 * 1) + (5 * 2) + (15 * 3) + (25 * 4)) / (4 + 5 + 15 + 25)
= (4 + 10 + 45 + 100) / 49

= 159 / 49

≈ 3.2449

Therefore, the weighted average for the tools or features that could enhance the digital learning
experience is approximately 3.2449. This suggests that, on average, respondents perceive YouTube
as the most effective tool or feature for enhancing their digital learning experience, followed by e-
books, Byjus, and audio classes.
 8. How many hours a week do you spend on digital learning platforms?

Options Responses
1-2Hours 17
2-3Hours 23
3-4Hours 6
4-5Hours 3

Interpretation:
The data indicates a varied distribution of time spent on digital learning platforms among students at
Badruka College. While the majority allocate a moderate amount of time (1-3 hours per week), there
is also a subset of students who dedicate more extensive time (3-5 hours per week) to engage with
online materials. This diversity in engagement patterns underscores the importance of providing
flexible and accessible digital learning resources to accommodate the diverse needs and schedules of
students, thereby optimizing their learning experiences and outcomes.
Options range from 1-2 hours to 4-5 hours.
We'll calculate a weighted average based on the midpoint of each range:
((1.5 * 17) + (2.5 * 23) + (3.5 * 6) + (4.5 * 3)) / (17 + 23 + 6 + 3)
(25.5 + 57.5 + 21 + 13.5) / 49
117.5 / 49
Weighted average ≈ 2.397
 9. Have your grades changed since you started digital learning?

Options Responses
No 6
Yes 43

Interpretation:
Overall, the data suggests that the introduction of digital learning has had a noticeable influence on
students' academic performance, with the majority reporting positive changes in their grades. This
underscores the effectiveness of digital learning methods and resources in enhancing learning
outcomes and promoting student success at Badruka College of Commerce and Arts. Understanding
the impact of digital learning on academic performance can inform educators and institutions about
the efficacy of digital learning initiatives and guide the development of strategies to further optimize
student learning experiences and outcomes.

Weighted average = ((43 * 1) + (6 * 2)) / (43 + 6)

= (43 + 12) / 49
= 55 / 49
Weighted average ≈ 1.1224
 10. On a scale of 1 to 5, how would you rate your overall experience with digital learning?

Ranks Number of responses

1 3
2 2
3 6
4 27
5 12

Interpretation:
The majority of respondents rated their overall experience with digital learning positively, with the
highest number of responses falling into the rating of 4, followed by 5. While there were also some
neutral responses (rating of 3) and a smaller number of negative ratings (1 and 2), the overall trend
suggests that digital learning has been well-received by the majority of students at Badruka College
of Commerce and Arts. This positive sentiment towards digital learning underscores its effectiveness
as a pedagogical tool and highlights its potential to enhance the educational experience for students.

We'll calculate a weighted average based on the midpoints of the ranks:

((1 * 3) + (2 * 2) + (3 * 6) + (4 * 27) + (5 * 12)) / (3 + 2 + 6 + 27 + 12)
(3 + 4 + 18 + 108 + 60) / 50
Weighted average ≈ 3.86
11. Count of What types of digital resources do you use most?

Options Responses
e-books 7
educational videos 20
online articles 5
A&B 7
B&C 5
All The Above 5

Interpretation:
Overall, the data underscores the importance of offering diverse digital resources to accommodate
the varied learning styles, preferences, and objectives of students. While educational videos emerge
as the most popular choice, followed by e-books and online articles, the inclusion of hybrid options
(A&B, B&C) and the preference for utilizing all available resources (All The Above) highlight the
nuanced and multifaceted nature of digital learning preferences among students. These insights can
inform curriculum design, resource allocation, and instructional strategies to optimize the digital
learning experience for students at Badruka College of Commerce and Arts.

Weighted average = ((7 * 1) + (20 * 2) + (5 * 3) + (7 * 1.5) + (5 * 2.5) + (5 * 3.5)) / (7 + 20 + 5 + 7

+ 5 + 5)
= (7 + 40 + 15 + 10.5 + 12.5 + 17.5) / 49
= 103.5 / 49
≈ 2.1122
 CHAPTER V
FINDINGS, SUGGESTIONS AND CONCLUSION
 FINDINGS

• Age: The majority of respondents (44 out of 49) are aged between 18-25, indicating a
predominantly young demographic typical of college and university students.
• Gender: There is a relatively balanced gender distribution among respondents, with a slightly
higher number of female respondents (25) compared to male respondents (24).
• Occupation: Most respondents (41 out of 49) are students, followed by a smaller number of
self-employed individuals and even fewer homemakers and respondents in other occupations.
• Impact of Digital Learning:
a) The overwhelming majority of respondents (48 out of 49) feel that digital learning has
improved their understanding of course material.
b) A significant majority (37 out of 49) also reported that digital learning has positively affected
their motivation to study.
• Preference for Digital Learning: Overall, there is a slight preference for digital learning over
traditional classroom learning among respondents (29 preferring digital learning vs. 20
preferring traditional classroom learning).
• Preferred Digital Learning Tools: YouTube emerges as the most preferred digital learning
tool among respondents, followed by e-books, Byjus, and audio classes.
• Usage of Digital Resources: Educational videos are the most commonly used digital resource,
followed by e-books and online articles. There is also a notable preference for utilizing a
combination of different digital resources.
• Time Spent on Digital Learning: The majority of respondents spend 1-3 hours per week on
digital learning platforms, indicating a moderate level of engagement.
• Impact on Grades: A majority of respondents (43 out of 49) reported that their grades have
changed since they started digital learning, indicating a perceived positive impact on
academic performance.
• Overall Experience with Digital Learning: The majority of respondents rated their overall
experience with digital learning positively, with a weighted average rating of approximately
3.86 out of 5.
 SUGGESTIONS

• Diverse Digital Resources: Continue offering diverse digital resources to cater to varied
learning preferences and objectives, ensuring accessibility and flexibility for all students.

• Enhanced Support Services: Provide support services tailored to the needs of different
demographic groups, such as targeted initiatives for students in specific age groups or
occupational backgrounds.

• Promotion of Digital Literacy: Offer programs or workshops to enhance digital literacy skills
among students, ensuring they can effectively utilize digital learning tools and resources.

• Continuous Improvement: Regularly assess and evaluate the effectiveness of digital learning
initiatives and resources, incorporating feedback from students to make continuous
improvements.
 CONCLUSION

The findings suggest that digital learning has become an integral part of the educational experience
at Badruka College of Commerce and Arts, positively impacting students' understanding of course
material, motivation to study, and overall academic performance. While there is a preference for
digital learning among students, there is also recognition of the importance of offering diverse
resources and support services to cater to the diverse needs and preferences of the student population.
By leveraging digital technologies effectively and addressing the evolving needs of students, the
college can enhance the overall learning experience and promote student success.
 BIBLIOGRAPHY

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