Impact Of the Digital Tool of Zoom App on Students’ and Their Academic Engagement at University Level

Authors

  • Muhammad Usman B. Ed (Hons) Elementary Scholar, Department of Education, Government College University Faisalabad.
  • Sofia Shafique B. Ed (Hons) Elementary Scholar, Department of Education, Government College University Faisalabad.
  • Ms Asma Ishtiaq (Corresponding Author) Lecturer (BPS-18), Department of Education
  • Hadia Maryam B. Ed (Hons) Bridging Scholar, Department of Education, Government College University Faisalabad.
  • Rabbia Sultana M.phil Scholar, Department of Education, Government College University Faisalabad.
  • Muhammad Ashfaq Hassan Babar PhD Scholar, Department of Education, Govt. College University, Faisalabad, Punjab, Pakistan

Abstract

Digital tools are becoming increasingly central to the delivery of teaching within a university setting. This means that how students engage with these can affect the benefits they get out of them. This study aimed to explore how students felt they engaged with learning through zoom at a university level. A quantitative cross-sectional study was conducted to discover how students felt they were engaged with learning. Results were described with 200 participants in relation to 3 areas: behavioural and cognitive engagement, engagement and attendance and overall academic engagement. These results were gathered using a 5-point scale. Engagement and attendance had the highest mean scores (M= M = 3.42, SD=SD = 0.83), followed by overall academic engagement (M=M = 3.35, SD=SD = 0.82), and then behavioural and cognitive engagement (M= M = 3.29, SD=SD = 0.89). Looking at differences between gender there were 104 males (M=M = 3.27, SD=SD = 0.82), and 96 females (M=M = 3.43, SD=SD = 0.81). The t-test showed no significant difference at .05 level (t(198) = -1.40, approximate p-value (two-tailed) = 0.163). Overall, it appeared that students reported moderate levels of engagement. Engagement and attendance were slightly higher than behavioural and cognitive engagement. Due to the descriptive and cross-sectional statistics there is no evidence to suggest that engagement levels changed due to using zoom. Further conclusions would be better with confirmed information about the instrument, sampling, reliability and clear analysis of factors that may have impacted.

Keywords: Zoom; Academic Engagement; University Students; Online Learning; Behavioral Engagement; Cognitive Engagement

Downloads

Published

2026-01-11

Issue

Vol. 5 No. 01 (2026): Journal of Religion and Society

Section

Articles