A Study on Gender-Based Differences in Learning Quality among Online Higher Education Learners

HRMARS - This study examines gender-based differences in learning quality among online higher education learners, with a particular focus on engineering-oriented institutions. The sample includes 1,394 learners, comprising 1,011 males (72.5%) and 383 females (27.5%). Eight dimensions of learning quality learning readiness, learning drive, learning planning, learning interaction, learning engagement, strategy application, task completion, and learning outcomeswere analyzed using independent sample t-tests. The findings indicate that male learners scored significantly higher in learning readiness, learning planning, and learning engagement, while female learners demonstrated slightly higher learning drive, though without statistical significance. These results suggest that gender plays a nuanced role in shaping learning quality in online environments. The study contributes to the growing body of literature on online education by emphasizing the need for gender-sensitive instructional strategies that promote equitable learning experiences.