Exploring the Effectiveness of Online Teaching Learning Practices at the Government Primary Schools of Bangladesh during the COVID-19 Pandemic

To analyze the efficiency of online classes during the pandemic, GPSs from the marginalized communities of Rayerbazar area have been chosen to capture the fragment of the education crisis the country is suffering from. In this context, the following study was conducted in four government primary schools of Razyerbazar area of the capital. The catchment area covered by these four GPS is mainly within the urban slum zone of Dhaka city.

I would also like to express my kind regards to the participants, especially the students and teachers of the schools, for their support during the data collection process.

Introduction and Background

Also, the positive aspects of online education in the context of the pandemic and the accessibility of the required technology and the perception of GPS teachers and students regarding online education practices are considered. The results of this research can inform decision makers and relevant actors in the education sector of our country to further recognize the importance of online education in the ongoing pandemic. Furthermore, if the findings of this research are disseminated at grassroots levels with the help of schools and relevant community actors, then it can inspire parents and students to understand the effectiveness of online education in their lives.

There are many challenges that both teachers and students face in the online education system due to lack of proper skills and knowledge.

Research Topic

However, some of the students had this opportunity to participate in online classes, but their lack of concentration during online classes due to the new class format and poor lecture presentation from teachers made it quite difficult for them to focus and understand what was learned (Asif et al., 2021). Most of the primary level students are missing an important academic phase of their lives because of this pandemic. The immediate effect of the COVID-19 has led to the halt of learning of about 36.8 million primary students (MoPME, 2020), it confuses things about the planned activities of the school year and thus has developed into a complete gap of more than one year.

Even as 2021 draws to a close, many children are still facing an unusual second year of school closures as new strains of the coronavirus spread across the region.

Statement of the Problem

11 Million students of the government's primary education system were affected by COVID-19 school closure in our country (Bangladesh), without giving students any other options rather than relying on distance learning (Chowdhury, 2020). Students studying in primary schools are between 6 and 11 years old; all are in their middle childhood (Tomonari, 2020). Therefore, it was necessary to investigate this issue during the pandemic situation in government primary schools.

And hence the title “Investigating the Effectiveness of Online Teaching Learning Practices in Government Primary Schools of Bangladesh During the COVID-19 Pandemic”.

Research Questions

Purpose of the Study

Significance of the Study

Online Education: Consequences of COVID-19 Pandemic in Education System
Background of the Study
Student’s Challenges
Positive Aspects of Online Education
Challenges Faced by the Teachers
Perceptions of Teachers and Students
Conceptual Framework

Many scholars have shared their teaching and learning work in various ways following the outbreak of COVID-19. Students, parents and teachers around the world felt the unexpected ripple effect of the COVID-19 epidemic as schools were closed due to the global pandemic. Moreover, high absenteeism rate due to unavailability of technological devices for students is one of the main reasons for ineffectiveness of GPS-level online classes (Priyanka, 2020).

Due to the outbreak of the coronavirus epidemic, the entire universe is estimating a huge death toll with enormous fear and uncertainty. One of the main constraints that the students primarily face is the inadequacy of the conditions required for the online classes due to their living space. In rural areas, most students need to purchase data packages to participate in online classes.

One of the biggest advantages for today's learners is the almost unlimited access to information, knowledge and learning, thanks to the recent boom in the development of the Internet and mobile technology. One of the advantages of online learning is that it is relatively inexpensive and provides access to quality education for people who cannot afford to attend a physical school (National University Resources, n.d.). This problem started with a lack of adequate knowledge about technology and online classes because most teachers were not well trained in these technological capabilities (Islam, 2021).

This part of the literature review compared the efficiency of online lessons with traditional face-to-face lessons. In the midst of the pandemic, online classes are rapidly transforming the entire structure and experience of education.

Research Approach
Research Site
Research Participants
Sampling Procedure
Data Collection Methods
Role of the Researcher
Data Analysis
Ethical Issues and Concerns
Credibility and Rigor
Limitations of the Study

The head teachers are responsible for the overall monitoring of the online classes, guiding their teachers, allocating resources etc., while the teachers conduct the online classes for the students who are the main stakeholders in this regard. In addition, the semi-structured interviews were conducted over the telephone conversations due to the closure of the GPS during the pandemic. The head teachers of the selected schools were interviewed by telephone using my personal relationship with them from the community days.

The contact details of the teachers were obtained from the principals of the respective schools. Before conducting the interviews, permission was obtained from the Head Teachers of the schools in writing. Since face-to-face interviews could not be conducted due to the pandemic, all telephone interviews were conducted in front of parents so that the students would not feel uncomfortable.

Because this is a qualitative approach, the responses of the research participants were transcribed and incorporated into the report. While conducting the interviews, the request granted by my supervisor was sent via email to the principals of the schools to give me permission to do the research work. Prior knowledge from my fellowship experience introduced some bias to me while conducting the research as I was already aware/informed about the background of the schools.

I collected all my data from students, teachers and school directors of the selected schools via the telephone. In most of the student interviews, the student's parents were nearby during the phone calls, but in some cases some parents were not available.

Findings from Interviews with Students
Technological Aspect
Challenges of Online Education
Student’s Overall Perception of Online Education
Findings from Interviews with Teachers
Teacher’s Overall Perception on Online Education
Findings from Interviews with Head Teachers
Overall Perception on Online Education

Students all formed a group (available groups) and clicked on the link given by the teachers to join the classes. Those who missed the classes had to go to school or call the teachers again at their convenient time for the lesson. According to interview number STU_G3_Int#02, the teachers were very cooperative even after the online classes.

According to the interviews with students, the online education system in government primary schools has been a great initiative for both the students and the teachers. All teachers interviewed agreed that high absenteeism was the main reason for inefficient online classes. First, all teachers agreed that online classes could at least keep students engaged and not be completely outside the discipline of education.

Exams were not required, which helped reduce the pressure on students and teachers. The software that the teachers were given to use on the devices was very easy to use. Online education has helped both teachers and students to upgrade themselves in many ways.

According to teachers, there is no alternative to physical interaction between the teachers and the students. In addition, the teachers and the head teachers were invited to the training for a 10-day practical demonstration of the training on online education. It took time for all the teachers to handle and understand the use of technology.

According to the school principals, the academic progress was satisfactory with online classes as the teachers tried to give the lesson through phone calls, in some cases calling the students.

Conclusion

Although there are various hurdles that students and teachers face when teaching online, the good news is that holding classes online is undoubtedly a commendable move adopted by the current administration to prevent students from losing their academic activities. But eventually all the teachers got used to it and they all enjoyed the system and overcame all the hurdles. However, the situation was, they somehow managed to provide their children with all the necessary things to complete their classes and stay in touch with schooling.

Many teachers said that parents did homework for their children if they could not do the delivery properly. Students and teachers should be encouraged to do this activity correctly and it should be perceived as a challenge to complete. Students must remember that they are the main stakeholders and they must be self-motivated to have a greater interest in getting a response to their digital learning in all their undertakings.

Recommendations

Impact of online classes on student satisfaction and performance during the COVID 19 pandemic period. Retrieved from The Business Standard: https://www.tbsnews.net/bangladesh/education/online-class-where- Education-has-turned- misery-125077. The role of online learning tools in student perception during the Covid-19 lockdown.

Retrieved from https://www.nu.edu/resources/weighing-the-pros-and-cons-of-online-vs-in-person-learning/. Retrieved from Dhaka Tribune: https://www.dhakatribune.com/bangladesh/education in-covid-19-education-is-prey-to-collateral-damage. Retrieved from The Business Standard: https://www.tbsnews.net/thoughts/online-education-system-suitable-bangladesh-112546.

Retrieved from Education Encyclopedia: https://education.stateuniversity.com/pages/1826/Child-Development- Stages-Growth.html#ixzz0j0jMHgRB. Retrieved from UNICEF for every child: https://www.unicef.org/rosa/documents/monitoring-distance-learning-during-school-closures. The future of 37 million children in Bangladesh is at risk with their education severely affected by the COVID-19 pandemic.

Retrieved from New Age BD: https://www.newagebd.net/article/107290/prospects-and-perils-of-online-education-in-bangladesh. I am studying at the BRAC Institute of Educational Development and conducting a thesis research on the 'Exploring the Effectiveness of Online Teaching Learning Practices at the Government Primary Schools of Bangladesh during the COVID-19 Pandemic.'.