Abstract

This study investigates the impact of teaching modalities—specifically online and face-to-face instruction—on the academic performance of secondary school students. The research was conducted in the Ranchi district of Jharkhand, focusing on a sample of 100 students from the 9th grade. Utilizing a survey-based descriptive research design, the study aimed to determine if significant differences existed in student performance when categorized by teaching mode, gender, and residential background (rural vs. urban) across the pre-pandemic and pandemic periods.

The statistical analysis, employing both descriptive and inferential techniques, revealed that there was no significant difference in academic performance between students taught via online platforms and those taught through traditional face-to-face methods. Furthermore, the findings indicated that gender and geographical location (rural/urban) did not significantly influence academic outcomes during either the pre-COVID-19 or COVID-19 periods. The study concludes that the mode of instruction—whether online or offline—had no measurable effect on the academic achievement of secondary school students in the region studied. These results suggest that students adapted consistently to both learning environments, maintaining a stable level of academic performance despite the disruptions caused by the global pandemic.

Keywords: Online Teaching, Face-to-Face Instruction, Academic Performance, COVID-19, Secondary Education, Jharkhand, Ranchi District.

Introduction

Corona virus disease 2019 (COVID-19) is a contagious disease caused by a virus, the severe acute respiratory syndrome corona virus 2 (SARS-CoV-2). The first known case was identified in Wuhan, China, in December 2019. The disease quickly spread worldwide, resulting in the COVID-19 pandemic.

UNICEF Quoted— “Children are not the face of this pandemic. But they risk being among its biggest victims, as children's lives are nonetheless being changed in profound ways. All children, of all ages, and in all countries, are being affected, in particular by the socio-economic impacts and, in some cases, by mitigation measures that may inadvertently do more harm than good..."

Significance of the Study

Many Government and private Schools worldwide suspended Classroom teaching due to the novel corona virus pandemic and switched to online teaching as per the need of the time. This study focuses on science subjects, which are practice-based and harder to learn online.

Statement of the Problem

The corona virus pandemic has affected educational systems worldwide. Most countries closed schools temporarily, impacting over 60% of the world's student population (UNESCO, 2020). This study analyzes the academic performance of secondary school students in science subjects during online and offline modes of teaching in Ranchi district, Jharkhand.

Objectives of the Study

• To study the academic performance of students before COVID-19 and during COVID-19.
• To study the academic performance of boys before and during COVID-19.
• To study the academic performance of girls before and during COVID-19.
• To study the academic performance of rural students before and during COVID-19.
• To study the academic performance of urban students before and during COVID-19.

Hypothesis

• HO1: No significant difference between online teaching and face-to-face instruction on academic performance.
• HO2: No significant difference between boys and girls academic performance before COVID-19.
• HO3: No significant difference between boys and girls academic performance during COVID-19.
• HO4: No significant difference in academic performance of rural and urban students before COVID-19.
• HO5: No significant difference in academic performance of rural and urban students during COVID-19.

Major Findings

• HO1: No significant difference between online and offline teaching modes (t = 0.23, p > 0.05).
• HO2: No significant difference between boys and girls academic performance before COVID-19 (t = 0.04, p > 0.05).
• HO3: No significant difference between boys and girls academic performance during COVID-19 (t = 0.45, p > 0.05).
• HO4: No significant difference in academic performance of rural and urban students before COVID-19 (t = 0.33, p > 0.05).
• HO5: No significant difference in academic performance of rural and urban students during COVID-19 (t = 0.33, p > 0.05).

Educational Implications

• For Teachers: Helps develop scientific thinking and increase motivation in teaching-learning.
• For Curriculum Planners: Guides scientific curriculum planning and reduces social errors.
• For Parents: Reduces prejudices and increases motivation for children's achievement.
• For Students: Encourages open-mindedness, desire for truth, and confidence in problem-solving.

Conclusion

There is no significant difference between online and face-to-face teaching modes in academic performance. Gender and geographical location also do not influence results. Secondary school students in Ranchi district maintained consistent academic performance regardless of learning mode during COVID-19.

Bibliography

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• Mahdy, A.A.Md. (2020). "The Impact of Covid-19 Pandemic on the Academic Performance of veterinary, Qena, Egypt." Front. Vet., 06 October 2020.
• SHARMA, V.S. (1975). Comparative study of the Achievement of Boys and Girls in General Science and Mathematics at Delta Class in Rajasthan, SIERT, Rajasthan, 1985.