"Online Education For Secondary Level Students: A Study On Education Sector in Bangladesh''
"Online Education For Secondary Level Students: A Study On Education Sector in Bangladesh''
Supervisor
AAAAA
Lecturer
Faculty of Business Administration
BGC Trust University Bangladesh
Researcher
Dipaniwata Sushil
ID: 2016057
Master of Business Administration
Department of Human Resource Management
BGC Trust University Bangladesh
Subject: Submission of Thesis on “Online education for secondary level students: A study on
education sector in Bangladesh’’
Dear Sir,
It gives me immense pleasure to submit my thesis on “Online education for secondary level
students: A study on education sector in Bangladesh’’ which was assigned to me as a
fulfillment the requirements of the Master degree under your supervision. While making this
thesis I came across many hurdles and pleasant experience. But valuable experiences I have
gained during the period will undoubtedly benefit me in the years ahead. This thesis attempts
to describe my observations, learning's and experienced gained about Online education for
secondary level students. Despite the several constraints, I gave my all efforts to make this
thesis a meaning one.
I have tried sincerely to comprehend and translate my knowledge in researching this thesis.
My effort will be rewarded only if it adds value to the research literature. I enjoyed this thesis
work and gladly attend any of you call to clarify on my point, if necessary.
Sincerely,
Dipaniwata Sushil
ID: 2016057
Master of Business Administration
Department of Human Resource Management
BGC Trust University Bangladesh
Certificate
Certified that the thesis entitled “Online education for secondary level students: A study on
education sector in Bangladesh’ ’submitted by Dipaniwata Sushil towards partial fulfillment
for the Master’s Degree in Accounting is based on the investigation carried out under our
guidance. The thesis part therefore has not submitted for the academic award of any other
university or institution.
___________________
Ms. aaa
Lecturer& Supervisor
Faculty of Business Administration
BGC Trust University Bangladesh
Declaration
I, Dipaniwata Sushil, hereby declare that the work presented herein is original work done by
me and has not been published or submitted elsewhere for the requirement of a degree
program. Any literature date or work done by other and cited within this thesis has given due
Dipaniwata Sushil
ID: 2016057
Master of Business Administration
Department of Human Resource Management
BGC Trust University Bangladesh
Acknowledgement
I would like to express my deeply felt gratitude to my supervisor, Ms. AAA. Without his
rigorous guidance, valuable advice, constant support, and great inspiration, this journey
would have been just a path overgrown with brambles but without happy fruits at the end. His
passion for research, rigorous attitude, sense of responsibility, critical thinking, wide range of
knowledge, and hardworking spirit has inspired me to make my way towards becoming a
good researcher. As great mentors and excellent researchers, he is role models for me to
follow throughout my life.
There are so many moments worthy of recollection. I often recall how I was inspired and
impressed when I saw he very detailed corrections and constructive feedback on my first
piece of work. I could not ask for any better academic instruction. I could never express
enough thanks.
I would like to thank the academic and administrative staff members of the Department of
Accounting. Their help and support made my studies much easier to complete. There are
many names that I should mention, however, mentioning them here is not enough to me, and
I would rather engrave their names in my heart. My gratitude goes to my fellow students as
well; we had joy and fun, and we shared laughter and tears together for years. What we have
gone through together remains unforgettable and our friendship only becomes firmer as time
goes by. Thanks them for drawing a beautiful period to my Thesis journey. I greatly
appreciate their comments, which will help in the future development of my study.
I am always grateful for my great family. Having them, I am deeply loved and supported no
matter where I am and what I am doing. I would like to thank my best friends. They are the
eternal power that enlightens all the dark days and nights throughout this long journey. I am
more than grateful for what I have today.
Dipaniwata Sushil
ID: 2016057
Master of Business Administration
Department of Human Resource Management
BGC Trust University Bangladesh
Abstract
Online classes started in many secondary schools one month after the compulsory closure of
all education institutions in Bangladesh. This study explores the current scenario as well as
challenges of adaptation of online classes in secondary education in terms of teachers’
experience. The study followed sequential exploratory mixed-method approach. Five
secondary teachers were interviewed and 20 secondary teachers from 2 districts in
Bangladesh were surveyed over telephone, and by email. The quantitative data was analyzed
with Microsoft Excel and the thematic analysis approach had been followed for the
qualitative one. The findings revealed that a good number of teachers have started teaching
online by using social media platforms despite of not having any training or experience. Very
few respondent teachers were found to take online examination; instead they are trying to
assess the students from the feedback of given home works and home assignments. Teachers
are facing numerous challenges like deficit of digital equipment, lack of expertise,
unfamiliarity with the LMS, proficiency in assessment technique etc. The paper concludes
with few recommendations such as providing proper devices to the teachers and students to
participate in online class; facilitate rigorous training to enhance technology-based skills and
capacities of the teachers so as to get the expected outcome.
GoB has already established 24,816 multimedia classrooms, provided internet connection to
almost 90% schools and set up multimedia classroom monitoring system (a2i Programme
GoB, 2018), but these infrastructures could not be utilized to take online classes as the
schools are closed during lockdown period. Taking online classes for secondary education are
not that easy in a developing country like Bangladesh, because the technology and equipment
required to participate in an online class are not cheap. It requires availability of
technological infrastructures like internet connection, computer with camera and microphone
or a smart phone both for the teachers and students (Habib et al., 2020). 60% people of
Bangladesh have access to internet and 92% of them use mobile network for using internet
(BTRC, 2020). But speed of internet varies widely in urban to rural area (Sohail, 2020). Price
of internet and minimum required gadgets for participating in online classes is also beyond
the reach of most of the students in Bangladesh (Azad, 2016).
The outbreak of corona virus disease (COVID-19) has been impacting millions of people and
threatening their life across the world. Government of Bangladesh and others are taking all
necessary steps to insure that we are prepared well to face the challenge and threat of
COVID-19. One of these necessary steps is the lockdown due to the speed spread of this
virus. The aim of the present study is to show the significance role of online education in
COVID-19 crisis. The technology has been playing a great role during the present crisis. E-
learning tools has been helping the learning to study at home. This study has reviewed the
concept of e-learning, features of e-learning and the role of it in teaching and learning.
Finally the searcher has shown the role of online education in COVID-19 crises.
Through it, you can gain a proliferation of effective information while sitting at home.
Physically disabled people can procure degrees and build their career through online
learning effortlessly.
Online education offers live query solutions like chat rooms, online forums, and e-
mails.
Through online learning students can increase their qualifications and enhance their
career opportunities.
There are several limitations of this study which need to be addressed. First, the three
students who participated in this study were taking three different classes offered at only two
universities and one community college. Each instructor in the study had his/her own
characteristic in regard to how he/she presented course content and communicated with
students. Therefore, the characteristics of the instructor may have had an influence on
students’ perceptions of their online education. Second, there were different types of formats
utilized to present the online courses. Two classes used WebCT as courseware technology,
and one class used Blackboard. Although there are many similarities for the two courseware
technology, the layout, the design of the class, and interface were all different. Third, the
classes were across disciplines and were taught at different levels. One was a graduate course
in Educational Psychology. One was an undergraduate course in Music Appreciation, and the
third was a social development class, which was taught at the undergraduate level.
CHAPTER TWO
REVIEW OF
LITERATURE
2.1 Introduction
A literature review is a comprehensive summary of previous research on a topic. The
literature review surveys scholarly articles, books, and other sources relevant to a particular
area of research. The review should enumerate, describe, summarize, objectively evaluate
and clarify this previous research. It should give a theoretical base for the research and help
you (the author) determine the nature of your research. The literature review acknowledges
the work of previous researchers, and in so doing, assures the reader that your work has been
well conceived. It is assumed that by mentioning a previous work in the field of study, that
the author has read, evaluated, and assimilated that work into the work at hand.
A literature review creates a "landscape" for the reader, giving her or him a full
understanding of the developments in the field. This landscape informs the reader that the
author has indeed assimilated all (or the vast majority of) previous, significant works in the
field into her or his research.
"In writing the literature review, the purpose is to convey to the reader what knowledge and
ideas have been established on a topic, and what their strengths and weaknesses are. The
literature review must be defined by a guiding concept (eg. your research objective, the
problem or issue you are discussing, or your argumentative thesis). It is not just a descriptive
list of the material available, or a set of summaries.
Producing a literature review may also be part of graduate and post-graduate student work,
including in the preparation of a thesis, dissertation, or a journal article. Literature reviews
are also common in a research proposal or prospectus (the document that is approved before a
student formally begins a dissertation or thesis
Bangladesh is one of the most densely populated countries in the world with nearly 160
million people within an area of 147,570 square kilometers. The country‟s vast population
could be a major resource of the country. However, in transforming the population into a
productive force and ensuring a dynamic environment for social, economic and political
development is a big challenge for its government. Though the official literacy rate is said to
be 66%, but according to private survey the real rate is only 42%. Education, therefore, has
been recognized as a priority sector by all governments since Bangladesh achieved
independence in 1971. Distance education is an important alternative for educating mass
people in Bangladesh for many socio-economic reasons. More importantly, the opportunity
for higher education is extremely limited in Bangladesh, and even students who can afford to
finance their studies, find it very difficult to get admission into the universities due to limited
capacity (Sadeq, 2003).
With the fast development of the Internet, many colleges and universities have offered online
courses as a viable alternative to traditional face-to-face instruction. However, considerable
concerns and problems have developed, particularly as it relates to the quality of online
education. Online education, according to Harasim (1989), is a new domain of learning that
combines distance education with the practice of face-to-face instruction utilizing computer-
mediated communication. Ascough (2002) suggested that online education has the following
features: (a) it provides a learning experience different than in the traditional classroom
because learners are different, (b) the communication is via computer and World Wide Web,
(c) participation in classroom by learners are different, (d) the social dynamic of the learning
environment is changed, and (e) discrimination and prejudice is minimized .
New technologies, the Internet, streaming video, net-meeting etc. now makes higher
education more accessible and affordable for many students, and for those who would have
been unable to pursue higher education in a traditional in-class setting (Bianco & Carr-
Chellman, 2002). Consequently, online learning has now become an integral part of higher
education institutions’ expanding curriculum
The term online education is often associated with Internet education, virtual education,
cyber-learning, and asynchronous learning (Office of Sustainable Development, 2000).
Kearsly (2000) reported the following themes that shape online education: collaboration,
connectivity, student-centeredness, unboundedness, community, exploration, shared
knowledge, multisensory experience, and authenticity. Volery (2000) also concluded that
online delivery is a form of distributed learning enabled by the Internet. According to Paulsen
(2002), online education is characterized by:
o the separation of teachers and learners (which distinguishes it from face-to-face
education),
o the influence of an educational organization (which distinguishes it from self-study
and private tutoring),
o the use of a computer network to present or distribute some educational content
o the provision of two-way communication via a computer network so that students
may benefit from communication with each other, teachers, and staff. (p.1)
Online courses and degrees have been widely adopted by higher education institutions as
another method to substitute traditional classroom instruction. Allen and Seaman’s (2003)
recent survey on online education delivered by higher education institutions in the United
States, found that at least 80% of the course content delivered by those institutions were
delivered online. Regardless of the definition, an early indication of the widespread
popularity of 862 online education courses can be found in a survey conducted by the U.S.
Department of Education, which revealed that more than 54,000 online education courses
were being offered in 1998, with over 1.6 million student’s enrolled (cited in Lewis, et al.,
1999). In a more recent study, Allen and Seaman (2003) reported that: (a) over 1.6 million
students took at least one online course during the Fall of 2002, (b) over one-third of these
students (578,000) took all of their courses online, (c) among all U.S. higher education
students in Fall 2002, 11 percent took at least one online course, and (d) among those
students at institutions where online courses were offered, 13 percent took at least one online
course.
Measure the experience of remote education with these distance learning
survey questions for students.
Poor
Below Average
Average
Good
Excellent
Yes
Yes, but it doesn’t work well
No, I share with others
Laptop
Desktop
Tablet
Smartphone
4. How much time do you spend each day on an average on distance education?
1-3 hours
3-5 hours
5-7 hours
7-10 hours
10+ hours
6. How helpful your [School or University] has been in offering you the resources to
learn from home?
7. How stressful is distance learning for you during the COVID-19 pandemic?
Studying in the time of pandemic can be quite stressful, especially if you or someone in the
family is not doing well. Measure the stress level of the students and identify ways to reduce
it. For instance, you can organize an online dance party or a lego game. The responses to this
question can be crucial in deciding the future course of distance learning.
8. How well could you manage time while learning remotely? (Consider 5 being
extremely well and 1 being not at all)
Playtime
Academic schedule
Yes, absolutely
Yes, but I would like to change a few things
No, there are quite a few challenges
No, not at all
11. During the past week, how often did you feel _______?
Happy
Safe
Optimistic
Bored
Stressed Out
Worried
Almost never,
Once in a while,
Sometimes,
Frequently,
Almost all the time
14. How often do you have an adult at home who helps you complete assignments?
Almost never,
Once in a while,
Sometimes,
Frequently,
Almost all the time
15. How many of your assignments each day do you usually complete?
None,
Some (less than half),
Most (more than half),
All
Demographic analysis of remote education with these distance learning
survey questions for students
Poor
Below Average
23%
Average
Good
27% Excellent
20%
From Figure 1 above, it can be seen that 30 respondents participating this survey questions,
There are responding points are divided by five categories such as poor, below average,
average, good, and excellent. There are 26.66% students are feel good overall about distance
education,20% feel average,23.335 are feel below average,16.66% are feel excellent and
13.33% are poor feel overall about distance education. It can be said that majority percent of
students is feel good overall about distance education.
17%
Yes
Yes, but it doesn’t work well
50%
No, I share with others
33%
From Figure 2 above, it can be seen that 30 respondents participating this survey questions,
There are responding points are divided by three categories such as yes, yes, but it doesn’t
work well, no, I share with others. There are 50% students yes they have access to a device
for learning online. 33.33% students have to access to a device for learning online but it
doesn’t work well, and 16.66% students have not own device for access to learning online. It
can be said that majority percent of students is Yes, but it doesn’t work well have access to a
device for learning online
3. What device do you use for distance learning?
20%
Laptop
7% Desktop
Tablet
60% Smartphone
13%
From Figure 3 above, it can be seen that 30 respondents participating this survey questions,
There are responding points are divided by four categories such as Laptop, Desktop, Tablet,
Smartphone, There is 60% students are used to smart phone for distance learning, 20% using
laptop, 13.33% using tablet and 6.66% using desktop. It can be said that majority percent of
students is using smart phone.
4. How much time do you spend each day on an average on distance education?
1-3 hours
3-5 hours
5-7 hours
7-10 hours
10+ hours
50%
Figure: 4 How much time do you spend each day on an average on distance education
From Figure 4 above, it can be seen that 30 respondents participating this survey questions,
There are responding points are divided by five categories such as 1-3 hours, 3-5 hours, 5-7
hours, 7-10 hours, 10+ hours. There is 50% students spend 3-5 hours on a day for an average
distance education.26.335 students spend 1-3 hours,13.33% students spend 5-7 hours and
10% students are spend 7-10 hours each day on an average on distance education. It can be
said that majority percent of students is 3-5 hours time spend each day on an average on
distance education.
5. How effective has remote learning been for you?
10% 23%
27%
From Figure 5 above, it can be seen that 30 respondents participating this survey questions,
There are responding points are divided by five categories such as Not at all effective,
Slightly effective, Moderately effective, Very effective, Extremely effective. There is
33.33% students thinks that very effective has remote learning, 26.66% students thinks
moderately effective, 23.33% students thinks not at all effective, 10% students thinks
extremely effective and 6.66% students are thinks that is slightly effective. It can be said that
majority percent of students is very effective has remote learning.
6. How helpful your [School or University] has been in offering you the resources to
learn from home?
27% 17%
Figure: 6 How helpful your [School or University] has been in offering you the resources to learn from home
From Figure 6 above, it can be seen that 30 respondents participating this survey questions,
There are responding points are divided by five categories such as Not at all helpful, Slightly
helpful, Moderately helpful, Very helpful, Extremely helpful. There is 33.33% students
thinks that not at all helpful their school or University has been in offering to the resources to
learn from home, 26.66% students thinks moderately helpful, 16.66% students are slightly
helpful, 16.665 students thinks very helpful, and 6.66% thinks that extremely helpful their
school or University has been offering resources to learn from home. It can be said that
majority percent of students is moderately helpful their [School or University] has been in
offering you the resources to learn from home.
8. How well could you manage time while learning remotely? (Consider 5 being
extremely well and 1 being not at all)
60%
Figure: 8 How well could you manage time while learning remotely
From Figure 8 above, it can be seen that 30 respondents participating this survey questions,
There are responding points are divided by two categories such as play time and academic
schedule. There is 60% students could you manage your time play time, and 40% students
could you manage your time while learning remotely academic schedule. It can be said that
majority percent of students is play time to manage while learning remotely.
9. Do you enjoy learning remotely?
20% 27%
Yes, absolutely
Yes, but I would like to change
a few things
No, there are quite a few
challenges
No, not at all
33% 20%
From Figure 9 above, it can be seen that 30 respondents participating this survey questions,
There are responding points are divided by four categories such as Yes, absolutely, Yes, but I
would like to change a few things, No, there are quite a few challenges , No, not at all. There
is 33.33% students thinks that do not enjoy learning remotely, 26.66% students enjoy
learning remotely, 20% students enjoy but it would like to change few things, and 20%
students don’t enjoy at all time. It can be said that majority percent of students is No, there
are quite a few challenges enjoying learning remotely.
7% 13%
27%
From Figure 10 above, it can be seen that 30 respondents participating this survey questions,
There are responding points are divided by five categories such as Not at all helpful, Slightly
helpful, Moderately helpful, Very helpful, Extremely helpful. There is 33.335 students thinks
that very helpful their teacher while studying online, 26.66% thinks that moderately helpful,
20% students thinks that slightly helpful, 13.33% are not at helpful, and 6.66% thinks that
extremely helpful their teacher while studying online. It can be said that majority percent of
students is think that very helpful their teachers while studying online.
11. During the past week, how often did you feel _______?
40%
Happy
Safe
Optimistic
Bored
Stressed out
Worried
10%
13%
7%
3%
Figure: 11 During the past week, how often did you feel
From Figure 11 above, it can be seen that 30 respondents participating this survey questions,
There are responding points are divided by six categories such as Happy, Safe, Optimistic,
Bored, Stress out, and Worried. There is responding 40% students are happy to the past
week,26.66% students are worried, 13.33% students are safe, 10% are stressed out, 6.66% are
bored, and 3.33% students are feeling optimistic during their past week online learning. It can
be said that majority percent of students is happy during past week
12. How comfortable are you with doing schoolwork remotely?
27%
13%
From Figure 12 above, it can be seen that 30 respondents participating this survey questions,
There is responding points are divided by five categories such as Not comfortable at all,
Slightly comfortable, Somewhat comfortable, Quite comfortable, Extremely comfortable.
There is 26.66% students are quite comfortable are doing school work remotely, 23.33%
students are slightly comfortable,20% are extremely comfortable, 16.66% are not
comfortable, and 13.33% students are somewhat comfortable are doing schoolwork remotely.
It can be said that majority percent of students is quite comfortable are you with doing
schoolwork remotely.
13. How often are your teachers flexible/understanding with deadlines?
Almost never
Once in a while,
Sometimes,
Frequently,
Almost all the time
60% 13%
3%
From Figure 13 above, it can be seen that 30 respondents participating this survey questions,
There is responding points are divided by five categories such as Almost never, Once in a
while, Sometimes, Frequently, Almost all the time. There is 60% students thinks that almost
all the times their teacher understanding with deadlines, 16.66% students thinks that once in
awhile, 13.33% thinks that sometimes, 6.66% thinks that almost never and 3.33% students
thinks that their teacher understanding with deadlines. It can be said that majority percent of
students almost all time often their teachers flexible/understanding with deadlines.
14. How often do you have an adult at home who helps you complete assignments?
67%
Figure: 14 How often do you have an adult at home who helps you complete assignments
From Figure 14 above, it can be seen that 30 respondents participating this survey questions,
There is responding points are divided by five categories such as Almost never, Once in a
while, Sometimes, Frequently, Almost all the time. There is 66.66% students almost never
doesn’t help to complete assignment any adult at home, 13.33% students responding to once
a while and frequently often to be help an adult at home helps to complete their assignments,
and 6.66% students sometimes help an adult at home to complete their assignments. It can be
said that majority percent of students almost never have an adult at home who helps you
complete assignments.
15. How many of your assignments each day do you usually complete?
None
Some (less than half),
20%
Most (more than half),
All
40%
Figure: 15 How many of your assignments each day do you usually complete
From Figure 15 above, it can be seen that 30 respondents participating this survey questions,
There is responding points are divided by five categories such as None, Some (less than
half), Most (more than half), All. There is 40% students more than half of assignments
complete one day, 26.66% students all assignment to complete each day, 20% students less of
half of assignment usually complete each day, and 13.33% students not complete their
assignments usually each day. It can be said that majority percent of students Most (more
than half), of their assignments each day do you usually complete.