A study on the attitude towards digital learning of Malda district graduate students

In the era of pervasive digital technology, the educational landscape is undergoing a profound transformation. This study investigates the attitudes of graduate students in Malda District towards digital learning, focusing on how these attitudes vary with gender and locality. The study aims to estimate the attitudes of Malda District graduate students towards digital learning and to compare these attitudes with reference to gender and locality. The null hypothesis (Ho.1) posits no significant mean difference in attitudes towards digital learning based on gender and locality. To achieve this, a proportionate stratified random sampling technique was employed to select 200 college students and 100 university students, further stratified by gender and locality. Data were collected via questionnaires and analyzed using appropriate statistical techniques. The results indicated a moderate attitude towards digital learning among the students. The data distribution was normal, with low standard deviation values and slight differences between mean and median values. The analysis revealed no significant mean difference in attitudes between male and female students. However, a significant mean difference was found between urban and rural students, indicating that locality plays a crucial role in shaping attitudes towards digital learning. Gender does not significantly influence attitudes towards digital learning, while locality does. Urban students show different attitudes compared to their rural counterparts. Interventions to improve digital learning attitudes should consider locality-specific challenges and perceptions to be more effective. This study contributes to the understanding of the opportunities and challenges in digital learning, informing pedagogical practices and policy-making in the digital age.