In the rapidly evolving landscape of online education, the infusion of technology and innovative pedagogical strategies has redefined the dynamics of learning. This research investigates the intricate relationship between various predictors, including Teaching, Learning and Pedagogy (TLP), Customized and Personalized Services (CPS), Learn with Fun (LWF), Learning Aids (LA), and Performance Appraisal and Reports (PAR), on students understanding ability within the context of online education apps. Anchored in Blooms Taxonomy, the study focuses on the foundational stages of comprehension and remembering, offering a comprehensive analysis through robust regression modeling. Findings reveal significant impacts of TLP, CPS, LWF, and LA on understanding ability, while PAR demonstrates no substantial influence. Practical implications extend to refining online education strategies, emphasizing personalized learning, engaging elements, and effective learning aids.