Virtual Learning and Self: Differences among Adolescents with and without Learning Disabilities| P 111-119

Ann Vaneza Jude, Harshini Sabarish, Khwaish Singhi, Trisha Jagan and Indhumathi R
Women’s Christian College, Chennai


The COVID-19 pandemic has resulted in drastic changes in the education sector.
Traditional offline schooling has undergone a revamp, giving rise to a virtual mode of
learning. There is a need to explore the adaptability of students to e-learning platforms.
The presence of a learning disability could be a factor of influence in this level of
adaptability in students. Hence, the objective of this study is to identify the differences,
if any, in cognitive aspects of self (self-esteem and self-efficacy), attention, and stress
management between adolescents with and without learning disabilities in an e-learning
setting. The proposed sample group includes 60 adolescents, 30 each representing
students with and without learning disabilities. The group consists of both genders,
between the ages of 13 and 15 years. Data will be collected through questionnaires
using Google Forms after obtaining consent from parents. Descriptive statistics and
independent measures t-test are proposed to be used for data analysis. Significant
disparities in the data of the two groups could indicate a need to re-evaluate the
effectiveness of online learning in both students with and without learning disabilities,
thereby proposing an inclusive and adaptable model of learning for children.
Keywords: Self-esteem, self-efficacy, attention, stress management, virtual learning

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