ASSESSING STUDENTS' ACADEMIC STRESS THROUGH E-LEARNING

Abstract

Despite the increasing adoption of E-Learning in Pakistan, empirical research on academic stress within these digital environments remains limited. This quasi-experimental study addresses this research gap by investigating academic stressors and coping mechanisms among students at COMSATS University engaged in E-Learning. The study involves a sample of 60 students currently enrolled in E-Learning programs and 60 students participating in traditional classroom settings. Participants are selected using purposive sampling to ensure the E-Learning group comprises students actively enrolled in online courses, while the traditional group consists of students attending in-person classes. A quasi-experimental design is employed, incorporating pre and post intervention surveys to assess academic stress levels and coping strategies. Data are collected through structured questionnaires, enabling a comparative analysis of stress and coping mechanisms between the two groups. The research aims to determine whether significant differences exist in academic stress levels and coping strategies between E-Learning participants and traditional learners. The findings are anticipated to provide evidence-based recommendations for COMSATS University to enhance the E-Learning experience and better support student well-being. This study will contribute to a nuanced understanding of the impact of E-Learning on academic stress and offer actionable insights for improving online education practices in Pakistan.