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Technology integration has become a ubiquitous characteristic of the 21st-century teaching-learning process. The study aimed to establish an association between students’ attitudinal domain of E-learning to their technological skills. It employed a quantitative correlational design to gauge the extent of the association between these two variables. An adopted survey questionnaire instrument was administered to students (n=180) on an online platform. Findings revealed that students have a neutral attitude toward e-learning and technological skills. Bivariate analysis revealed a very low positive (r= .203, p<.574) correlation. The study suggests that students’ attitude toward e-learning does not strongly influence their technological adeptness. Moreover, their advanced technical skills do not necessarily equate to stronger beliefs and perceptions of E-learning. This observation may be due to several underlying factors, which warrant deeper investigation and consideration as attitude and technological skills are critical factors towards academic success amidst flexible learning modalities. This study provides empirical evidence on the different factors needing further investigations to appraise their academic performance and foster a positive attitude in this emerging learning platform. Capitalizing on these aspects of learners will significantly improve learning outcomes in the new normal.

Keywords: E-learning, Technological Skills, Students’ Attitudes, new normal learning