Effectiveness of Online
Teaching in Terms of Academic Achievement of Primary School Students
Dr. manish Pillewar
Assistant Professor in
Priyadarshini College of Education
(M.Ed. Department)
Sonegaon Nagpur.
Mob. No. 9764444862
Email I.D. : manish.pillewar11@gmail.com
1.1
ONLINE TEACHING
DURING COVID-19 Lockdown of
education institutions has opened whole new realm of possibilities in
educational sphere. Online class rooms emerged as an alternative to the
physical classrooms. Education is the process of transferring knowledge,
values, methods, skills and beliefs from one individual to another.
Online
teaching offers exciting opportunities to expand the learning environment for
diverse student populations. As the demand for online teaching increases,
college professors may be asked to consider teaching their classes online.
Online teaching shares much with face-to-face teaching, but it also has a
unique set of skills and requirements. Both approaches are similar in content,
except in pace and delivery. Rather that developing the courses from scratch, a
company has emerged to take care of the courses.
For online
teaching to be successful, it is recommend that the instructor should follow
the following seven principles [5]: (1)
encourage student participation (2) encourage student cooperation (3) encourage
active learning, (4) give prompt feedback (5) emphasize time on task, (6)
communicate high expectations, (7) Respect diverse talents and ways of
learning. To these principles one may add given more [6] (1) address
individual differences , (2) motivate
the student, (3) avoid information overload, (4) create a real-life context,
(5) encourage social interaction, (6) provide hands – on activities , and (7)
encourage student reflection.
1.2
ONLINE TEACHING-MEANING AND DEFINITION
Online
teaching covers a wide set of applications and processes including
computer-based teaching, Web-based teaching, virtual classrooms and digital
media. Online teaching offers the delivery of
content via all electronic media including the Internet, intranets,
extranets, satellite broadcast, audio-video tape, interactive TV, CD-ROM and
distance teaching. It includes some components of text-based teaching and
courses conducted via written correspondence also. The Online teaching process
has created new sophisticated methods of teaching/teaching, because it allows
shared resources with integrated text
and graphics, exercises, tests and also facilitates recording the score.
6 Its key purpose is to dramatically reduce the time in which people learn by
providing up-to-date specialized information.
1.3
OVERVIEW OF ONLINE TEACHNG FRAMEWORK AND
IMPLEMENTATION ISSUES.
An
awareness of Line teaching is essential for the economic survival in the 21st
century. India is yet to catch up with developments and effective
implementations in the realm of e-teaching. Pawar (2001) stated that
“Successful solutions that achieve longevity will be those which not only
deliver content but also take account of other needs of learners as well. Key
features of online teaching are : Easy to use
Ø Simplicity in the interface
Ø Support for teaching and teaching
Ø A common terminology
In online teaching system, proper support for teaching and teaching
requires alignment among the following elements of institutional planning and
objectives :
Ø Educational Mission
Ø Students, faculty, staff and administrators
Ø IT infrastructure and administrative system
Ø Technology used to support teaching and teaching.
The four areas involved in the teaching-teaching activities are
organization, technology, educational culture and strategy and management.
1.4
IMPORTANCE OF ONLINE TEACHING
IMPORTANCE OF ONLINE TEACHING : The purpose
of online teaching is to promote the efficiency of education by improving the
quality of teaching of educational administration, and of educational research.
So, online teaching is important for the following reasons.
·
For effective
instruction
·
For facilitating
individual differences
·
For providing
equal educational opportunities
·
For preservation
of knowledge
·
For imparting
quality education
·
For solving
problems of Indian education.
·
For educational
planning
·
Presentations
There are a few presentation tools available to make presentations :
·
Google slides
·
Microsoft
PowerPoint
·
Pezi
·
Slide share
Online Whiteboard
Teachers can use online whiteboards for best practices in teaching
online. In virtual classroom setup, an online whiteboard helps them to convey
information and make a better connection between teachers and students.
Pre-Recorded Video Lectures
In the concept of Pre-Recorded Video Lectures which is one of the
suitable online teaching methods and
pedagogy, the lectures are already recorded and shared by the students
instead of taking live lectures. Some students find this online teaching methods and pedagogy better than live online
classes as it gives them flexibility to attend the lecture at their time.
Flipped Classroom
Flipped Classroom has gained popularity during the past few years. It
has emerged as one of the best practices in teaching.
Following are the effective techniques for the flipped classroom concept
:
·
Online quizzes
·
Polls
·
Infographics
·
Mind maps or word
clouds
Game-Based Teaching
Students love
games and they do not feel bored while playing games. Game-based teaching helps
to engage students to teach them using games.
Class Blog
Class blog is an
innovative concept to let students explore self-learning by creating a blog
individually or in a group about what they have learnt.
Live online classes
Teachers can use video conferencing apps and tools
which are available online and create a connection with students for running
regular classes.
1.5 ACADEMIC ACHIEVEMENT
The word
Academic Achievement is a very broad term, which indicates generally the
teaching outcome of pupils. Achievement of these teaching outcomes requires a
serious of planned and organized experiences and hence teaching is called a
process. In this process of achievement of change in behaviour one cannot say
that all students reach the same level of change during the same span of time.
The level of achievement reached by the students in the schools is called
Academic Achievement (School performance) of the students.
Academic
achievement is the amount of knowledge derived during the process of teaching
at school. It is the product of knowledge and intelligence derived from the
environment or attainment can be measured in every aspect to instruction. R.S.
Wood Worth states that educational achievement tests show how much knowledge
has been obtained and retained in a school subject.
1.6 PRIMARY SCHOOL EDUCATION
Primary
education is the stage where education touches at every point. Thus , it has to
do more with national ideology and character than any other single activity.
The objectives of primary education should be visualized against the background
of its ultimate ends and purpose. The primary stage is very crucial stage in
the life of the child. So., the objectives of primary education are different
from those in the middle stage of education. At the primary level the child’s
curiosity, creativity and activity in general should not be restricted by a
rigid and unattractive methods of teaching and learning.
The objectives of primary education are as follows :
·
Literacy
·
Numeracy
·
Technicracy
·
Nationalism
·
Human dignity
·
Sanitary habits
·
Aesthetic Sense
·
Cooperative spirit
These should be developed during the primary school stage.
1.7 NEED AND IMPORTANCE OF THE TOPIC
The COVID-19 pandemic affected the social,
cultural, educational and professional life of the people on the earth.
Undermining how adversely it has affected the life and living of the people
globally will be a gross mistake. But Human race has demonstrated their
dominance by fighting back not only to the pandemic but also to the loss of
socio-economic wellbeing. What makes me so sure about it is the fact that due
to pandemic no country has observed any sort of massive anarchy against the
government. Law and order were prevalent and no country has collapsed due to
huge crises which pandemic has created. There was good cooperation among the
countries in coping up with the present situation.
The last
four years of pandemic were phenomenal. It saw highest order of adaptation in work culture of the people. Education and
socialisations have got new makeover due to this lockdown. It seems we have
entered whole new are of education and socialisation. Online teaching and
online social platforms like Facebook, Instagram, videoconferencing apps etc.
are here to stay. Concepts like distance education. Online teaching and
continuing education will find consolidation and increasing demand. These
concepts will find more and more adoption and approvals. Technology will make
these systems more comprehensive, accurate and accountable.
The
obstacles above alerted us that students could be vulnerable to receiving
satisfying and effective online education during COVID-19. The situation could
be even worse for primary school students, who are still developing their
self-regulation and attention control skills and are incompetent to handle
technological problems and other emergencies independently compared to students
in secondary and tertiary educations.
Therefore,
special attention should be paid to the primary school students’ online
teaching amid COVID-19 pandemic, with their demands, difficulties encountered,
and expectations deeply understood. As for younger children, teaching at home
means parental support is crucial. The abrupt shift to online teaching was
challenging and an issue of concern owing to the lack of sufficient support
offered to the parents and this may facilitate parental burnout, which would
passively impact children’s well-being and online teaching during COVID-19
pandemic.
It is found
that online teaching is superior to traditional teaching. An increasing number
of countries are experimenting with various forms of new technologies to expand
education and training options.
1.8 STATEMENT OF THE PROBLEM
Effectiveness of online teaching in terms of Academic
Achievement of primary school students.
1.9 FUNCTIONAL DEFINITION OF THE KEY TERMS
1. Effectiveness : It is the degree to which something is successful in
producing a desired result. The effectiveness of an experimental treatment is
gauged by the extent students involved in the experiment achieve, whether it is
in cognitive, cognitive or psychomotor domains.
In the context of the study, effectiveness is referred to the extent to
which online teaching and evaluation
tools and techniques proved to be fruitful and is measured in terms of the
academic achievement of the students of grade III.
2. Online Teaching : Online teaching is the process of educating others via
the internet. Various methods can be used, such as one-on-one video calls,
group video calls, and webinars. It is the delivery of instruction using
different web-based technologies, from the internet or an intranet and other
communication technologies that enable students to participate in teaching
activities beyond the campus. In the context of the present research, online
classes conducted using particular platform in this case-Microsoft Teams Software,
different online and off-line material used to carry out the process of
teaching and teaching also include online evaluation.
3. Academic
Achievement : Academic achievement refers
to the level of educational development of an individual over a period of study
determined by the score of an achievement test or the process of achieving
something in certain period of time. Here, it refers to the performance in the
problem solving in formal and non formal tests designed specially for grade III
students.
4. Primary School
Students : The students belonging to age group 8 to 10
that is students of grade 3rd to 5th will be consider as
primary school students. In this age group predominantly grade 3rd
will be our samples for study.
1.10 OBJECTIVES OF THE STUDY
1.
To find out the
impact of teaching in terms of Academic Achievement of III Std. students.
2.
To find out the
impact of online teaching in terms of Academic Achievement of III Std.
students.
3.
To study the
effectiveness of both.
1.11 HYPOTHESIS
In order to achieve the mentioned objectives of the study, the following
hypotheses are formulated for testing.+
1.
There is no
significant difference in teaching through traditional and online teaching in
terms of Academic Achievement in math.
1.12 ASSUMPTIONS
1.
Online education
is a need of the hour.
2.
Online teaching is
the future of the education.
3.
Online teaching is
as good as classroom teaching.
4.
Online teaching is
as effective as classroom teaching.
5.
Online teaching
can substitute classroom teaching.
6.
Students learn in
a better manner in online mode than in off-line mode.
7.
Students get
exposer to wide range of teaching material in online mode.
8.
Students academic
achievement will be better in online mode than in off-line mode.
1.12 SCOPE AND LIMITATION
SCOPE : Scope of the topic is very vast. It will be applicable
to all the students all over the Maharashtra state.
LIMITATIONS
:
1.
The research work
and its findings will be limited to only the students of Delhi Public School,
Nagpur.
2.
The research will
be limited to class 3rd students of Delhi Public School, Nagpur
3.
The research will
be limited to research objectives only.
4.
The research will
be limited to CBSE School only.
5.
The findings of
the research will be limited only for the III Std. students.
6.
The research is
limited to online teaching only.
1.13 RELATED REVIEW OF LITERATURE
Researcher has done an analytical study of the related
review of literature. The researcher has chosen this topic to overcome many
problems related to online teaching faced by the students while studying.
1.14 RESEARCH METHOD
Generally
there are three types of educational research methods.
1.
Historical
2.
Survey Method
3.
Experimental
Method
Experimental method is applied for the proposed study.
The research has
used the single group design experimental procedure for the research. The
single individual or one group experiment is the most elementary and least
vigorous design, chosen for the present study.
Variables :
1)
Dependent Variable
– Academic Achievement
2)
Independent
Variable-Online Teaching.
1.15 POPULATION
The
students of class III of CBSE Board School in the Nagpur City is the population
for the present study.
1.16 SAMPLING
The
researcher has used `Random sampling’ for the research. The 60 students of
class III of Delhi Public School, Nagpur will be the sample for the present
study.
Types of Rotation :
a) Single Group
Rotation : Is the same group kept in
controlled and experimental situation successively in the first cycle in the
second cycle the group is assigned in experimental and controlled situations.
The significance of mean scores is tested and conclusion are drawn about the
effectiveness.
|
Group I |
Group I |
|
1. Controlled factor 2. Pre-Test 3. Experimental factor (traditional) 4. Post Test |
1. Controlled
factor 2. Pre-Test 3. Experimental Factor (Online) 4. Post Test |
Single groups had been used by the researcher. The
researcher has prepared class test of 20 marks. Questions were of different
denominations i.e. 1 mark and 2 mark. The test consisted very short answer,
short answer and long answers. Pre test and post test is given. Same criterion
test should be used as pre and post test. The researcher had given the
instruction to the students before solving the paper. The group was taught the
topic- `Fractions’.
1.17 TOOLS FOR DATA COLLECTION
For the
present study questionnaires (Pre-test and Post-test) is designed and developed
by the investigator with an intention to assess the extent and nature of
learning abilities and interest pattern in students.
1.18 STATISTICAL PROCEDURE
For this
the researcher used the following statistical measures for analysing the data
interpretation and drawing inferences and conclusion.
1.
Mean
2.
Standard Deviation
3.
`t’ value
Objective No. 1 : To find out the impact of teaching in terms
of Academic Achievement of III Std.
students.
A pre-test of 20 marks is conducted on topic,
`Fractions’. It was unwarranted test where student know very little or nothing
about the topic. On the basis of their marks secured, percentage was
calculated.
Table No.1
|
Test |
No. of Students |
Percentage |
|
Pre-test |
60 |
41.17% |
Teaching of topic by control method was done on a
group of 60 students. The topic was introduced and taught to them in a
traditional way. A post test was conducted. It included question of 1 mark and
2 mark each. Total marks of the test was 20 marks.
On the basis of marks secured by the students Mean,
Standard deviation and percentage was calculated.
Table No.2
|
Test |
No.of Students |
Mean |
S.D. |
Percentage |
|
Post-test |
60 |
14.13 |
1.9 |
83.08% |
Observation : In the present research conducted on 60 students, it
is observed that post-test the percentage is 83.08% as shown in Table No.2. As
per Table No.2, the mean and standard deviation of post-test are 14.13 and 1.9
respectively.
Interpretation : According to the above mentioned observation,
it is observed that there is significant improvement in the academic
achievement of the students after teaching the topic.
Objective No. 2 : To find out the impact of online teaching
in terms of Academic Achievement of III
Std. students.
The topic `Fractions’ was taught to the group of 60
students in online mode in 10 teaching periods. To check the effectiveness of
online teaching on academic achievement of students, a stringent pre-test was
taken before online teaching as the topic was already taught to them in
traditional manner.
On the basis of the marks secured, their percentage
was calculated..
Table No.3
|
Test |
No. of Students |
Percentage |
|
Pre-test |
60 |
79.17% |
The post-test of 20 marks carrying 1 mark and 2 mark
questions each was conducted. On the basis of marks secured by the students
Mean, Standard deviation and percentage was calculated.
Table No.4
|
Test |
No.of Students |
Mean |
S.D. |
Percentage |
|
Post-test |
60 |
19.17 |
2.6 |
86.83% |
Observation : In the present research conducted on 60 students, it
is observed that post-test the percentage is 86.83% as shown in Table No.4. As
per Table No.4, the mean and standard deviation of post-test are 19.17 and 2.6
respectively.
Interpretation : According to the above mentioned observation,
it is observed that there is a drastic improvement in the academic achievement
of the students after teaching the topic online.
Objective No. 3 : To study the effectiveness of both.
To check the effectiveness of both offline and online
teaching on academic achievement of students, a pre-test and post-test was
taken before and after both the mode of teaching.
On the basis of both post test as given in the Table
No. 2 and 4 the comparison is carried
out.
Table No.5
|
Test |
No.of Students |
Mean |
S.D. |
`t’ Value |
Percentage |
Comparison |
|
Post-test (Offline) |
60 |
14.13 |
1.9 |
12.13 |
83.08% |
86.83-83.08=3.75% |
|
Post-test (Online) |
60 |
19.17 |
2.6 |
86.83% |
Observation : It has been observed that mean of traditional
teaching and online teaching is 14.13 and 19.17 respectively and standard
deviation is found to be 1.9 and 2.6 respectively. That `t’ value calculated is
12.13 . The difference between the percentage of post test of traditional and
post test of online teaching is 3.75%
Interpretation : According to the above mentioned observation
it is found that there is no remarkable difference between the mean, standard
deviation and percentage calculated of both traditional teaching and online
teaching.
Testing of
Hypothesis :
There is no significant difference in teaching through
traditional and online teaching in terms of Academic Achievement in math.
|
S.N. |
Hypothesis |
`t’ value |
DF |
Level of Significance |
|
|
1. |
There is no significant difference in teaching
through traditional and online teaching in terms of Academic Achievement in
math. |
12.13 |
58 |
2.00 |
2.66 |
Observation : In the present research in order to test the
hypothesis the calculated value is 12.13 at DF 58. The tabulated value at 0.05
level is 2.00 and 0.01 level is 2.66. Which means calculated `t’ value is
comparatively high in comparison with that of table value at 0.05 and 0.01
level. Hence calculated `t’ value is significant. Therefore we have to reject
the hypothesis.
Interpretation : It was clear from the above mentioned
observation that there is remarkable difference in teaching through traditional
method and online method. Teaching through online method has proved to be an
effective modes of teaching over traditional teaching.
1.19 OBJECTIVIE WISE CONCLUSIONS
1.
This research
report shows that the traditional teaching has helped students in better
understanding of concepts and hence the score has shown an increase in their
academic performance.
2.
This research
report shows that the online teaching has helped students in critical
understanding of concepts and hence the score has shown an increase in their
academic performance.
3.
The interpretation
shown that the online teaching is slightly effective mode of teaching over
traditional teaching.
1.20 HYPOTHESIS WISE CONCLUSION
By testing the
hypothesis, the calculated `t’ value is significant and hence the hypothesis is
rejected. Therefore online teaching is found to be effective in improving the
academic achievement of primary schools students over traditional teaching.
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