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© Proceedings of the Ruhuna Quality Assurance Sessions 2021 (RUQAS 2021)
st
21 September 2021

Methodology

Research Design

A survey was conducted using two different close ended structured questionnaires, which were

circulated among students and academic staff using Google forms. In addition, results of students in
the most recent two semesters were analysed to determine the influence of e-learning on pass mark of

subjects

For the survey, close ended structured questionnaires were prepared by considering the following

facts, with few sub- questions

● The most preferred time of the day for online lectures

● Preferred maximum length of a lecture

● Preferred time gap in between two lectures

● Need of visual interaction with the lecturer

● Preferred teaching aids for e-learning

● Preference of mode of teaching and learning

● Difficulties faced during e-learning

● Methods for online assessments

Study Population and Data Collection

Prepared questionnaire was circulated using a Google form among all students of the faculty via the
learning management system (LMS), where the students can access through their own LMS account.

The entire current student population of the faculty of FMST was selected for the study (n = 297). A
separate questionnaire was circulated among all academic staff members of the faculty (n = 28) in

order to collect the same information and their experience of e-learning. The data collection was

conducted in July 2021 just after one year of commencement of e-learning in the faculty.

In order to check whether the mode of teaching influenced the student’s grades of different course
units, the exam results of two immediate semesters were compared. The most recent semester used e-

learning while the other semester has been entirely covered by conventional teaching. Relationship

between the mode of teaching (conventional vs. online) and the chance of obtaining a grade of either

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