Analysis of Students' Perceptions about Online Learning Experiences During COVID-19 in Public Universities at the Undergraduate Level in Karachi

Abstract

The purpose of this study is to analyze undergraduate students' perceptions of online learning experiences during the COVID-19 pandemic across public sector universities in Karachi, Pakistan. Employing a quantitative, cross-sectional descriptive survey design, the study examined four core dimensions: students' level of knowledge regarding COVID-19, perceived effectiveness of online learning, level of satisfaction with online classes, and challenges encountered during online teaching and learning. From a target population of 779 undergraduate students enrolled across four public universities in Karachi—Benazir Bhutto Shaheed University Lyari (BBSUL), Federal Urdu University of Arts, Science and Technology (FUUAST), Sindh Madressatul Islam University (SMIU), and the University of Karachi—a sample of 250 students (87 males, 34.8%; 163 females, 65.2%) was selected using simple random sampling. Primary data were gathered via a self-structured 20-item five-point Likert scale questionnaire evaluated for face validity by domain experts and demonstrating acceptable internal consistency (Cronbach's alpha = 0.790). Descriptive statistics (frequencies, percentages, means, and standard deviations) and inferential statistics (independent sample t-tests) were computed using SPSS version 22.0. Empirical findings revealed that most undergraduate students accessed online classes via smartphones (72.4%) and connected through Wi-Fi networks (70.4%). Substantial majorities affirmed that online learning acquainted them with modern educational technology (68.4% agreement) and enabled them to make up missed lectures (61.2% agreement), yet 62.8% reported that online classes fostered social isolation, 73.6% believed learning requires direct interaction with professors, and 23.2% strongly disagreed with feeling comfortable in the online teaching-learning mode. Independent sample t-tests indicated no statistically significant gender differences in COVID-19 knowledge (t(248) = 1.764, p = .079), perceived effectiveness of online learning (t(248) = 1.712, p = .088), or online learning challenges (t(248) = 0.144, p = .886). However, a statistically significant gender difference emerged in satisfaction with online classes (t (248) = 2.223, p = .027), with male students reporting higher mean scores across all four constructs. These findings offer evidence-based guidance for university administrators, higher education policymakers, faculty, and technology developers to strengthen digital infrastructure and gender-inclusive online pedagogy.