Online Learning And Its Effects On University Students’ Academic Self-Concept

The migration of education to online platform due to the Covid-19 pandemic raises the need to examine the influence of learning environment on students’ academic self-concept. The purpose of this study is to investigate the effect of online learning on university students’ academic self-concept. This study was conducted by using the quantitative method where a Google Form link of the questionnaire is shared among the undergraduates of University Malaysia Sarawak (UNIMAS). The Academic Self-Concept Scale developed by Reynolds was used in the questionnaire to assess the academic self-concept of the respondents. A total of 79 responds were collected and these responds are analyzed by using version 26.0 SPSS. This scale was proven to be reliable based on the reliability analysis. To determine the difference in academic self-concept between online learning and traditional learning, Wilcoxon Signed Rank Test was used. The findings of this study indicates that there is no significant difference in terms of university students’ academic self-concept between online learning and traditional learning. This suggests that learning environment may not have a significant impact on students’ academic self-concept. Future researchers are recommended to collect a larger amount of respondents to reduce the risk of biased results. It is also recommended for future researchers to use both questionnaire and interview to obtain true and honest data