Students’ Achievement Emotions Towards Teaching and Learning Between Physical Classes and Online Distance Learning (ODL)

Abstract

The transition from traditional face-to-face classes to online learning has been accelerated by the global pandemic. This study aims to compare the emotional experiences of engineering students in physical and online classes. A sample of 35 undergraduate students from a University Technology MARA participated in the study. The students completed two semesters of online courses and one semester of traditional physical classes. A questionnaire was distributed to assess students' emotions related to class-related enjoyment, hope, anxiety, and boredom. Descriptive statistics, including mean scores and standard deviations, were calculated for each variable. Reliability analysis showed high internal consistency for both physical and online classes. The results revealed that students reported higher levels of enjoyment, hope, and boredom in physical classes compared to online classes. However, the difference in mean scores was relatively small, indicating considerable individual variation. The findings from paired sample T-test suggest that, while physical classes may provide a more enjoyable and hopeful learning experience for students, online classes offer flexibility and convenience. The study highlights the importance of considering emotional experiences when designing and implementing instructional strategies in both physical and online learning environments.