E-Learning and Blended Learning Models in Agricultural Education: A Statistical Analysis of Adoption and Effectiveness among Students in Chengalpattu, Tamil Nadu

Abstract

This study investigates the adoption, effectiveness, and challenges of E-learning and blended learning models in agricultural education in Chengalpattu district, Tamil Nadu. With the increasing integration of digital technologies in education, particularly post-COVID-19, agricultural institutions are gradually shifting towards digital platforms to supplement traditional classroom instruction. The research uses a mixed-methods approach with a structured questionnaire distributed among 250 agricultural students and educators across five institutions. Descriptive statistics revealed that 78% of respondents had access to smartphones, and 62% regularly used online platforms such as YouTube, Zoom, and Google Classroom for agricultural learning. Regression analysis demonstrated a significant positive relationship (R² = 0.61, p < 0.01) between the frequency of E-learning platform use and students’ academic performance, indicating the effectiveness of digital interventions. Correlation analysis (Pearson’s r = 0.68) showed a strong association between digital literacy and the perceived usefulness of blended learning models. However, 47% of respondents reported challenges such as limited internet access and lack of hands-on experience. The findings suggest that while E-learning enhances accessibility and flexibility, blended models that incorporate field-based practicals with digital content offer a more balanced approach for agricultural education. The paper recommends the development of locally contextualized digital content, improved internet infrastructure, and training programs for students and educators to optimize learning outcomes. This study provides evidence-based insights into the integration of modern pedagogies in agriculture and offers strategic recommendations for policy makers, educators, and rural development agencies. Future research should explore longitudinal effects and comparative studies across different districts to validate and expand these findings.