A Study of Students Perception about Opportunity Cost of Virtual Learning: An Empirical Evidence from Punjab, Pakistan

Abstract

This study sheds light on students' preferences and perceptions regarding virtual learning, providing insights into why students might choose virtual learning over traditional or blended learning methods. By examining the opportunity cost associated with virtual learning, the study provides an economic perspective on education choices. This can help educators and students understand the trade-offs involved and make more informed decisions. For this purpose, primary data has been collected from the five districts of Punjab, Hafizabad, Faisalabad, Lahore, Jhang, and Sargodha through a self-made questionnaire. The sample size of the respondents is 392 students. The dependent variables are students' perception of virtual learning (SPVL) and perception of the opportunity cost of virtual learning (OCVL). Data analysis was done by using the binary logistic model and linear regression. The results of binary logistic models show that economics cost, unit cost, gender preferences, job career, and access to the internet are significant and add positive perception to the low opportunity cost of virtual learning while cost-effectiveness is insignificant. The results of the linear regression model show that the economics cost, unit cost, and education of the respondent are significant and add a positive perception to the low opportunity cost of virtual learning while gender and marital status are insignificant. A descriptive statistics summary is used for different socioeconomic variables and for different factors to review which factors or variables positively contribute to the perception of virtual learning and its opportunity cost and which negatively. The policy recommendation is that the government should concentrate on the importance of virtual learning and take necessary measures for this implementation.