The Efficacy of Digital Education: A Data-Driven Analysis of Online Learning Outcomes

This study investigates student perceptions of the effectiveness of online learning compared to traditional in-person instruction, with a specific focus on the moderating effects of gender and academic major. Employing a 2x2 factorial research design, the study surveyed male and female students majoring in criminal justice and non-criminal justice disciplines at a small Midwestern university. A total of 40 participants completed a Likert-scale questionnaire measuring four dimensions: Instructor and Course Delivery, Engagement and Interaction, Learning Outcomes and Perceived Effectiveness, and Technology and Resources. Following approval by the Institutional Review Board, survey distribution was conducted electronically via email. Descriptive statistics and independent samples t-tests were used to analyze the data. Results revealed statistically significant differences in student perceptions across gender and academic discipline, with notable disparities observed in the categories of Technology and Resources and Instructor and Course Delivery. Female students, particularly those majoring in criminal justice, reported consistently more favorable perceptions of their online learning experiences than their male and non-criminal justice peers. These findings emphasize the influence of demographic variables on student satisfaction and perceived efficacy in digital learning environments, and they suggest the importance of developing targeted instructional strategies and technological support systems to address diverse learner needs.