INVESTIGATING GENDER DISPARITIES IN EMOTIONAL RESPONSES TO ONLINE LEARNING ENVIRONMENTS: IMPLICATIONS FOR EDUCATIONAL EQUITY

Abstract

This study explores the relationship between gender and emotional experience among undergraduate students enrolled in online distance learning (ODL) at UiTM Permatang Pauh, Penang. Understanding the emotional effect of transitioning to online distance learning, particularly amidst the COVID-19 pandemic, is crucial. Data analysis included correlation analysis to examine the relationship between gender and emotional experiences, as well as independent sample t-tests to compare emotional responses between male and female students. A total of 69 students participated, including 36 men and 33 women. The correlation analysis revealed significant gender disparities in emotional experience: male students reported higher levels of enjoyment (r = 0.831, p < 0.01) and hope (r = 0.408, p < 0.05), whereas female students reported lower levels of anxiety (r = -0.389, p < 0.05) and boredom (r = -0.671, p < 0.01). Independent sample t-tests confirmed these disparities in enjoyment, hope, anxiety, and boredom (all p < 0.05). These findings highlight the importance of considering gender-specific emotional responses to enhance inclusivity and optimise learning outcomes in diverse educational settings.