ADMINISTRATIVE MANAGEMENT COLLEGE

18th K.M, Kalkere, Bannerghatta, Bangalore-560083

Report on:
IMPACT OF ONLINE CLASSES ON STUDENTS

SUBMITTED BY: GUIDIED BY:

Raj Dhiman (U03AC25M0055) AKSHITHA V
Manoj Kumar (U03AC25M0040) ASSISTANT
PROFESSOR
Ratika B N (U03AC25M0056)
Sagar M (U03AC25M0058)
 Certificate

This is to certify that Raj Dhiman (U03AC25M0055), Manoj Kumar

(U03AC25M0040) Ratika B N (U03AC25M0056), Sagar M (U03AC25M0058), of
1st Sem BBA (G) has successfully presented a seminar report on the topic “Impact of
Online Classes on Students” as part of the BBA curriculum for the academic year
2025–26

Student Signature:

Raj Dhiman (U03AC25M0055)

Manoj Kumar (U03AC25M0040)
Ratika B N (U03AC25M0056)
Sagar M (U03AC25M0058)
ABSTRACT
The Covid-19 situation has brought great loss to a huge number of lives and has affected the
normal life of the people. The society at large has been drastically hit by pandemic – both
socially and economically. The educational system has faced the wrath of the outbreak on a
larger scale. The traditional face to face-to-face classroom teaching learning shifted to
online mode. During this pandemic the online mode of teaching-learning had a great impact
on students at various levels across the globe. The main objective of this study is to analyse
the impact of online classes among school students in Chennai city and to analyse the

effectiveness of online - learning.

KEYWORDS: Covid-19, online classes, pandemic and lockdown.

1. INTRODUCTION
The corona virus disease started first in China in 2019, and spread all over the world by
affecting the health of crores of people and also leading to death in most cases. In India, the
government of India announced a lockdown to protect and safeguard the lives of people
throughout the country. The Indian government imposed various safety measures to be
followed by the people like using hand sanitizers, wearing masks, maintaining social
distance, and so on. The lockdown disturbed the normal life of people at large level and also
this situation led to economic crisis in the country and brought down the economic growth of
the country. Not only this, the pandemic led to the closure of educational systems as a whole.

To continue the education of the students at various levels, most of the educational institutes
planned for an online teaching-learning process and introduced the [Link] was a drastic
shift from traditional classroom learning to online mode of teaching-learning. Online classes
initially were an entirely different experience for the learners, teachers and parents. While
adapting to the new changes, the learners found it difficult to adapt and adjust to the online
mode of learning. Different age-groups of students at various levels required different
approaches for online mode of learning. The students, teachers and educators practiced to
adjust to online teaching and learning. Through online classes, efforts were being taken to
establish a strong connection and co-operation among the students, teachers and parents.
Various online platforms like Google Meet, Zoom, Cisco Webex, Skype are widely used to
impart quality education to the students. E-learning tools have played a vital role during this
lockdown period helping schools and universities.

2. OBJECTIVES OF THE STUDY

1. To study the impact of online learning on students
2. To analyse the effectiveness of online learning on students
3. To find out the difficulties faced by students during online learning and
4. To measure the level of satisfaction with online learning among school students.

3. REVIEW OF LITERATURE
With the outbreak of the pandemic leading to the shutting down of educational institutes and
opening up the doors to online learning, several academicians had taken upon themselves to
do an analytical study on the various impacts of digital teaching and learning. Most studies
deal with classroom activities, and the problems associated with student participation. Some
studies have also examined the various roles played by technology in enhancing digital
classroom teaching and learning.

Dhawan mentioned in her study on Online Learning: A Panacea at the Time of COVID-19
Crisis during (2020), the need to innovate and implement alternative teaching-learning
strategies when most educational institutes discontinued face-to-face teaching. On a positive
note, she also projects how the pandemic has provided the opportunity to explore various new
methodologies of digital learning.

With the new challenges thrown to us by the Pandemic, the readiness with which both
students and teachers are willing to adapt needs to be gauged accordingly. Different learners
have different attitudes to adapt to new situations. There is no one particular methodology
that can be used to fit all kinds of learners. With different needs for different age group
students, different approaches to online learning need to be implemented (Doucet et al.,
2020).

On one hand, while the Government and medicos are trying to cope up with the pandemic,
academicians on the other hand have been trying to continue providing quality education to
the young learners. However, the global pandemic has taken a toll on the emotional state of
most children. When home becomes the place of academic learning, it tends to impact the
psychological condition of school children, which further makes them unable to engage
productively academically (Petrie, 2020).

Due to the reduced contact hours and the non-availability of the teachers when facing
difficulty in learning, the academic performance of most students is likely to go down
(Sintema, 2020).

Learning process is not complete, until students practice what they learn. Most students find
online teaching unengaging. Also, owing to several difficulties associated with technology –
login problem, network issues, audio-video problems, bandwidth issues and so on, the
learning process itself seems to be a herculean task. Online classes also lack the much-
required personal attention. The lack of peer group’s presence, along with technical problems,
online learning faces several barriers to achieve the instructional goals (Song et al., 2004).

[Link]
The researcher applied quantitative research methods in this study. The researcher applied
simple random sampling technique to select the required sample. In this study the researcher
used questionnaire as data collection tool that especially designed for this study. The data was
tabulated and appropriate bar graph charts were formed.

4.1 Data Collection Tool

The main tool used to collect the data was structured questionnaire. The questionnaire was
divided into two parts. a) First part Section contains primary information regarding
respondents name, age, sex and contact details. ii. b) The second part of the questionnaire
constitutes the questions related to the study.

4.2 Limitation of the Study

The study is restricted only to school students in and around Chennai City, Tamil Nadu.

4.3 Impact of Online Classes

During the pandemic, although the online classes are helpful in providing quality education,
it has a great impact on school students in learning through online mode. Many students are
facing poor network connection. Due to this, students are unable to access the digital devices.
In an economically backward family, the parents are not able to afford a smartphone. Even if
a smartphone is provided, they are burdened with the cost of data packages which needs to be
purchased periodically.
Another problem is the lack of parental guidance especially for young children as both the
parents may be going out to work. The classes through online mode are conducted maximum

for five hours or more than five hours. So, the students are exposed to increased screen time
for learning. This affects the eye sight of the students and the students may also suffer from
headache and other health issues.

Due to the long break of school closure during the Covid -19 pandemic, there is an increased
number of school dropouts. Many parents who had admitted their children in private schools
are not able to pay the school fees. During the academic year 2021, there was an increased

number of admissions in the Government Schools. The lockdown of schools not only
affected the learning of students, it also interrupted the assessment of the students in the
schools.

[Link] AND INTERPRETATION

Data analysis plays the most vital role in any research study. The data analysis summarises
the data collected through questionnaire and used to interpret the results after analysing the
data. With the help of the analysis and interpretation, conclusion can be derived.

The survey was conducted online using google form and students of age group 11 to 17 were
targeted. There were 118 respondents. However, 21 respondents were deemed
incomplete/unfit. The analysis was conducted on the remaining 97 students.

Table 1 Number of Hours Spent for Online Class

2 3 4 5 > 5 Total
hours hours hours hours hours
Class 1 2 0 0 0 3
5
Class 1 1 4 1 0 7
6
Class 3 1 5 0 1 10
7
Class 3 8 5 5 0 21
 8
Class 2 1 1 0 1 5
9
Class 2 4 3 9 3 21
10
Class 1 1 2 4 1 9
11
Class 3 1 4 4 9 21
12
Total 16 19 24 23 15 97
Source: Primary data

Table 1 and Chart 1 show the number of hours spent by students of each class on online
learning. It can be seen that the number of hours spent by the students is not constant. It does
vary widely from 2 hours to more than 5 hours. However, it can be seen in general that
students of class 5, have 2 to 3 hours per day of online classes. Most students of class 10th
have 5 hours of online classes and students of class 12 have more than 5 hours of online
classes. So, students of higher classes are burdened with a higher number of online classes.
 Chart 1 Number of Hours Spent for Online Class

Table 2 Effectiveness of Online Classes

Extremel Very Somewha Very Extremel

y Effectiv t Ineffectiv y
Effective e Effective e Ineffectiv Tota
e l

Femal 5 9 27 9 3 53
e

Male 6 9 17 6 6 44
Total 11 18 44 15 9 97
Source: Primary data

Chart 2: Effectiveness of Online Learning Perceived by Students

Table 2 and Chart 2 shows the effectiveness of online learning as perceived by the students.
It can be seen that the number of students, male or female, find that online learning is only
“somewhat effective”. The number of students, male or female, who find online learning as
extremely effective or extremely ineffective is very small. The graph shows that there is no
effect of gender on the effectiveness of online learning. The red and the blue bars in the

histogram, corresponding to male and female responses are almost similar.

Source : Primary data
 Extremely Very Somewhat Very Extremely
Enjoyable Enjoyabl Enjoyable Unenjoyable Unenjoyable
e Total

Class 5 0 0 3 0 0 3

Class 6 0 2 1 2 2 7

Class 7 1 3 5 0 1 10

Class 8 3 5 12 0 1 21

Class 9 0 1 0 3 1 5

Class 5 0 11 4 1 21
10

Class 2 3 3 0 1 9
11

Class 2 4 9 4 2 21
12

Total 13 18 44 13 9 97

Chart 3 Enjoyableness of Online Classes by Students at Different

Class Level
Apart from the fact that online learning is important to continue the break in studies that
happened due to the pandemic, it is crucial that students enjoy the online classes as much as
the offline classes. Table 3 and Chart 3 analyses this question. Similar to the response of
students towards the effectiveness of online teaching, the students find that the online classes
are only “Somewhat enjoyable”. This analysis is not surprising. If the data is probed further it
can be seen that the total number of students who enjoy online classes is more than the
number of students who don’t enjoy the online classes. For example, in class 12, there are 15
students who enjoy online classes (from somewhat enjoyable to extremely enjoyable)
compared to only 6 students who don’t enjoy the online classes (very unenjoyable to
extremely unenjoyable).

6. CONCLUSION
From the study, it is found that mostly Higher Secondary students areevidently more
burdened with the number of hours. It also shows that school students do not really enjoy
being part of online classes. Majority of students have responded as online classes are
somewhat effective, thereby expressing their dissatisfaction over online classes. The
responses only make one infer that they would anytime prefer offline classes to become
effective learners

To conclude the study would suggest to reduce the number of hours from 5 to 3hours. Various
measures and suitable pedagogy to be adopted to motivate students to participate in various
co -curricular and extra curricular activities to make online classes more effective and
enjoyable.
REFERENCES
Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of
Educational Technology Systems, 49(1), 5–22.

Doucet, A., Netolicky, D., Timmers, K., Tuscano, F. J. (2020). Thinking about pedagogy in an
unfolding pandemic (An Independent Report on Approaches to Distance Learning during
COVID-19 School Closure). Work of Education International and UNESCO.

Petrie, C. (2020). Spotlight: Quality education for all during COVID-19 crisis (hundrED
Research Report #01). United Nations.

Sintema, E. J. (2020). Effect of COVID-19 on the Performance of Grade 12 Students:

Implications for STEM Education. Eurasia Journal of Mathematics, Science and Technology
Education, 16(7), em1851.

Song, L., Singleton, E. S., Hill, J. R., Koh, M. H. (2004). Improving online learning: Student
perceptions of useful and challenging characteristics. The Internet and Higher Education,
7(1), 59–70.