The Effect of Online Learning on Student Academic Achievement: Evidence from Higher Education

Abstract

Online learning has become an important part of education, especially after the COVID-19 pandemic. However, its effect on students’ academic performance is still not fully understood in developing countries like Nepal, where challenges such as limited internet access and digital resources remain. This study examined the impact of the learning environment, technical experience, student engagement, and psychological impact on students’ self-reported academic outcomes in online learning. A quantitative cross-sectional research design was used, and data were collected from 250 students through a structured questionnaire using convenience and snowball sampling. The data were analyzed using SPSS Statistics for descriptive statistics, reliability analysis, correlation analysis, and multiple regression analysis. The findings showed that the learning environment, student engagement, and psychological impact had a significant positive effect on student’s self-reported academic outcomes, while technical experience did not have a significant effect. Among all the factors, psychological impact was the strongest predictor of academic outcomes. The study concludes that improving online learning requires not only technology but also a supportive learning environment, active student engagement, and attention to students’ mental and emotional well-being. These findings can help educators, higher education institutions, and policymakers improve the quality and effectiveness of online learning in Nepal.