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"Online Education For Secondary Level Students: A Study On Education Sector in Bangladesh''

This document is a thesis submitted by Dipaniwata Sushil for a Master's degree in Business Administration. The thesis studies online education for secondary level students in Bangladesh during the COVID-19 pandemic. It explores the experiences of teachers in adapting to online classes, the challenges they face, and recommendations to improve online education. The thesis includes an introduction outlining the closure of schools in Bangladesh and efforts taken by the government to support continued learning through television broadcasts and encouraging online classes. It also discusses some of the infrastructure and access challenges to delivering online education in Bangladesh.
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0% found this document useful (0 votes)
44 views32 pages

"Online Education For Secondary Level Students: A Study On Education Sector in Bangladesh''

This document is a thesis submitted by Dipaniwata Sushil for a Master's degree in Business Administration. The thesis studies online education for secondary level students in Bangladesh during the COVID-19 pandemic. It explores the experiences of teachers in adapting to online classes, the challenges they face, and recommendations to improve online education. The thesis includes an introduction outlining the closure of schools in Bangladesh and efforts taken by the government to support continued learning through television broadcasts and encouraging online classes. It also discusses some of the infrastructure and access challenges to delivering online education in Bangladesh.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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“Online Education for Secondary level

Students: A Study on Education sector in


Bangladesh’’
(This Thesis is submitted for the Partial Fulfillment of the Degree of Master of Business
Administration with a Major in Human Resource Management)

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

Date of Submission: 00.00.2021


Letter of Transmittal

Date: 000, 2021


To
Ms. aaaaaa
Lecturer
Faculty of Business Administration
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

acknowledgement and listed in the reference section.

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.

Keywords: Secondary education, Education in pandemic, Online class, Teachers’ response


CHAPTER ONE
INTRODUCTION
1.1 Introduction

Government of Bangladesh (GoB)’s lockdown restrictions have resulted in closing down of


all schools and educational institutions in the country since 18 March 2020 (GoB, 2020). As a
result, 42 million students are no longer able to attend school and might be prevented from
doing so until September 2020 (Unicef, 2020). Shortly after schools were closed, GoB started
broadcasting pre-recorded secondary level school lessons titled ‘My School at My Home’ in
national television channel with the help of government agency ‘Access to Information (a2i)’
to assist the school children continue their learning during the pandemic. Besides, GoB also
encouraged and instructed the schools and colleges to initiate online classes for their students
(GoB, Directorate of Secondary and Higher Education, 2020). In response, many secondary
schools have started taking online classes by using available means.

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).

Online learning is also influenced by computer knowledge of teachers and students,


instructional methods of teachers, administration’s mindset, policy frameworks, and technical
assistance (Srichanyachon, 2014). The quality of teachers and their continuing professional
education and training remain central to the achievement of quality education (Ministry of
Education GoB, 2013). Understanding this fact, GoB regularly arranges teachers’ training on
ICT (Mamataz, 2017; PMID, 2013). Moreover, Digital Content development has also been
undertaken so that all teachers can collect subject based contents from a single source, for
which an official web portal titled Shikkhok Batayon has been opened (Mamataz, 2017;
Ministry of Education GoB, 2013; PMID, 2013; Shikkhok Batayon, 2018). However, taking
online class is totally new to most of the secondary teachers in Bangladesh, because it is
absolutely unprecedented. Starting online classes without preparation and proper pedagogy, it
would be less interactive and ineffective. The teachers need to be skilled at ICT in both the
multimedia classes and the online classes. The user of multimedia needs knowledge and
experience about it as well as one or two multimedia software.But in the online class, one
needs to know where and how to find materials, how and when to use it for teaching-learning
purposes, how to present educational content in the online platform, how to use multimedia
products and online services in education (Andre & Brink, 2013). Most of Bangladeshi
secondary teachers have never been trained on these issues. With this backdrop, the aim of
this study is to evaluate the responses of the secondary school teachers on taking online
classes during lockdown Situation due to Covid-19 Pandemic in Bangladesh
1.2 Objective of the study
The objectives of the study are to:
 To study the perceptions of teachers and students on online teaching-learning during
COVID-19 pandemic
 Enlighten various online tools/platforms adopted by educational institutions during the
pandemic Covid-19.
 Highlight some merits and demerits of Online Learning and put suggestions for
improvement.
 Enlist the views of learners and educators on online learning system during lockdown.

1.3 Significance of the Study

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.

1.4 Scope of the study


The purpose of education consolidates to be motivational and vocational; however, in
Bangladesh studying is far less related to the ongoing market trends and demands. Due to this
inevitable hindrance, there is a growing need of educating our youth specific to the industry.
Though the traditional education system of brick and mortar classes has its own importance,
online education provides more convenience than the former. Some of the benefits of online
education are:

 Online education is cheaper than offline education.

 It saves time, money, and energy.

 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.

1.5 Limitations of the study

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.

A literature review or narrative review is a type of review article. A literature review is


a scholarly paper, which includes the current knowledge including substantive findings, as
well as theoretical and methodological contributions to a particular topic. Literature reviews
are secondary sources, and do not report new or original experimental work. Most often
associated with academic-oriented literature, such reviews are found in academic journals,
and are not to be confused with book reviews that may also appear in the same publication.
Literature reviews are a basis for research in nearly every academic field. A narrow-scope
literature review may be included as part of a peer-reviewed journal article presenting new
research, serving to situate the current study within the body of the relevant literature and to
provide context for the reader. In such a case, the review usually precedes the methodology
and results sections of the work.

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

The basic components of a literature review include:

o A description of the publication;


o A summary of the publication's main points;
o A discussion of gaps in research;
o An evaluation of the publication's contribution to the topic.

2.2 Review of Related Literature


Online education is a form of education where students use their home computers through the
internet staying away academic institutions. In recent time online teaching learning has
become a buzz word in the field of education as finding no other alternatives to providing
education to the students in the class. Due to the emergence of the pandemic of Covid-19, the
whole world is experiencing huge death toll along with widespread panic and uncertainty.
Countries of the world are trying to shun the gap and minimize the losses of students caused
by the ongoing pandemic. However the outcomes of online education are not always a
blessing to the learners’ community as revealing a number of pitfalls to the context of online
teaching and learning resulting in wide spread concerns over the controversial issue of
teaching learning – online education during covid-19. With the consideration to the fact the
present study tries to illustrate the challenges and possibilities of the countries which are not
as advanced in technology as the countries blessed with high tech technology.

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).

Bangladesh first introduced e-learning in 1956 by a radio-broadcasting program, later in 1992


Bangladesh established its first and only distance learning university known as the
Bangladesh Open University (BOU). The University‟s learning technology is mostly
traditional one-way media and the students are listeners with test papers. However, the
dropout rate in BOU is extremely high.

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.

1. How do you feel overall about distance education?

 Poor
 Below Average
 Average
 Good
 Excellent

2. Do you have access to a device for learning online?

 Yes
 Yes, but it doesn’t work well
 No, I share with others

3. What device do you use for distance learning?

 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

5. How effective has remote learning been for you?


 Not at all effective
 Slightly effective
 Moderately effective
 Very effective
 Extremely effective

6. How helpful your [School or University] has been in offering you the resources to
learn from home?

 Not at all helpful


 Slightly helpful
 Moderately helpful
 Very helpful
 Extremely helpful

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

9. Do you enjoy learning remotely?

 Yes, absolutely
 Yes, but I would like to change a few things
 No, there are quite a few challenges
 No, not at all

10. How helpful are your teachers while studying online?

 Not at all helpful


 Slightly helpful
 Moderately helpful
 Very helpful
 Extremely helpful

11. During the past week, how often did you feel _______?
 Happy
 Safe
 Optimistic
 Bored
 Stressed Out
 Worried

12. How comfortable are you with doing schoolwork remotely?

 Not comfortable at all,


 Slightly comfortable,
 Somewhat comfortable,
 Quite comfortable,
 Extremely comfortable

13. How often are your teachers flexible/understanding with deadlines?

 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

1. How do you feel overall about distance education?

Respondents N-30 Frequency Percentage


Poor 4 0.1333 13.33%
Below Average 7 0.2333 23.33%
Average 6 0.2 20%
Good 8 0.2666 26.66%
Excellent 5 0.1666 16.66%
Total 30 100.00 100%
Table: 1 How do you feel overall about distance education

Do you feel overall about distance education


17% 13%

Poor
Below Average
23%
Average
Good
27% Excellent

20%

Figure:1 How do you feel overall about distance education

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.

2. Do you have access to a device for learning online?

Respondents N-30 Frequency Percentage


Yes 15 0.50 50%
Yes, but it doesn’t work well 10 0.3333 33.33%
No, I share with others 5 0.1666 16.66%
Total 30 100.00 100%
Table: 2 Do you have access to a device for learning online

Do you have access to a device for learning online?

17%

Yes
Yes, but it doesn’t work well
50%
No, I share with others

33%

Figure: 2 Do you have access to a device for learning online

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?

Respondents N-30 Frequency Percentage


Laptop 6 0.2 20%
Desktop 2 0.0666 6.66%
Tablet 4 0.1333 13.33%
Smartphone 18 0.6 60%
Total 30 100.00 100%
Table: 3 What device do you use for distance learning

What device do you use for distance learning?

20%

Laptop
7% Desktop
Tablet
60% Smartphone
13%

Figure: 3 What device do you use for distance learning

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?

Respondents N-30 Frequency Percentage


1-3 hours 8 0.2666 26.33%
3-5 hours 15 0.5 50%
5-7 hours 4 0.1333 13.33%
7-10 hours 3 0.1 10%
10+ hours 0 0.00 0.00%
Total 30 100.00 100%
Table: 4 How much time do you spend each day on an average on distance education

How much time do you spend each day on an average


on distance education?
10% 26%
13%

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?

Respondents N-30 Frequency Percentage


Not at all effective 7 0.2333 23.33%
Slightly effective 2 0.0666 6.66%
Moderately effective 8 0.2666 26.66%
Very effective 10 0.3333 33.33%
Extremely effective 3 0.01 10%
Total 30 100.00 100%
Table: 5 How effective has remote learning been for you

How effective has remote learning been for you?

10% 23%

Not at all effective


Slightly effective
Moderately effective
33% 7% Very effective
Extremely effective

27%

Figure: 5 How effective has remote learning been for you

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?

Respondents N-30 Frequency Percentage


Not at all helpful 10 0.3333 33.33%
Slightly helpful 5 0.1666 16.66%
Moderately helpful 8 0.2666 26.66%
Very helpful 5 0.1666 16.66%
Extremely helpful 2 0.0666 6.66%
Total 30 100.00 100%
Table: 6 How helpful your [School or University] has been in offering you the resources to learn from home

How helpful your [School or University] has been in


offering you the resources to learn from home?
17% 7%
33%
Not at all helpful
Slightly helpful
Moderately helpful
Very helpful
Extremely helpful

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)

Respondents N-30 Frequency Percentage


Play time 18 0.6 60%
Academic schedule 12 0.4 40%
Total 30 100.00 100%
Table: 8 How well could you manage time while learning remotely

How well could you manage time while learning


remotely

40% Play time


Academic schedule

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?

Respondents N-30 Frequency Percentage


Yes, absolutely 8 0.2666 26.66%
Yes, but I would like to 6 0.2 20%
change a few things
No, there are quite a few 10 0.3333 33.33%
challenges
No, not at all 6 0.2 20%
Total 30 100.00 100%
Table: 9 Do you enjoy learning remotely

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%

Figure: 9 Do you enjoy learning remotely

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.

10. How helpful are your teachers while studying online?

Respondents N-30 Frequency Percentage


Not at all helpful 4 0.1333 13.33%
Slightly helpful 6 0.2 20%
Moderately helpful 8 0.2666 26.66%
Very helpful 10 0.333 33.33%
Extremely helpful 2 0.0666 6.66%
Total 30 100.00 100%
Table: 10 How helpful are your teachers while studying online

How helpful are your teachers while studying online?

7% 13%

Not at all helpful


33% 20% Slightly helpful
Moderately helpful
Very helpful
Extremely helpful

27%

Figure: 10 How helpful are your teachers while studying online

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 _______?

Respondents N-30 Frequency Percentage


Happy 12 0.4 40%
Safe 4 0.1333 13.33%
Optimistic 1 0.0333 3.33%
Bored 2 0.0666 6.66%
Stressed out 3 0.1 10%
Worried 8 0.2666 26.66%
Total 30 100.00 100%
Table: 11 During the past week, how often did you feel

During the past week, how often did you feel


27%

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?

Respondents N-30 Frequency Percentage


Not comfortable at all, 5 0.1666 16.66%
Slightly comfortable, 7 0.2333 23.33%
Somewhat comfortable, 4 0.1333 13.33%
Quite comfortable, 8 0.2666 26.66%
Extremely comfortable 6 0.2 20%
Total 30 100.00 100%
Table: 12 How comfortable are you with doing schoolwork remotely

How comfortable are you with doing schoolwork


remotely?
20% 17%

Not comfortable at all,


Slightly comfortable,
Somewhat comfortable,
Quite comfortable,
23% Extremely comfortable

27%
13%

Figure: 12 How comfortable are you with doing schoolwork remotely

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?

Respondents N-30 Frequency Percentage


Almost never 2 0.0666 6.66%

Once in a while, 5 0.1666 16.66%

Sometimes, 4 0.1333 13.33%

Frequently, 1 0.0333 3.33%

Almost all the time 18 0.6 60%

Total 30 100.00 100%


Table: 13 How often are your teachers flexible/understanding with deadlines

How often are your teachers flexible/understanding


with deadlines?
7% 17%

Almost never
Once in a while,
Sometimes,
Frequently,
Almost all the time
60% 13%

3%

Figure: 13 How often are your teachers flexible/understanding with deadlines

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?

Respondents N-30 Frequency Percentage


Almost never 20 0.6666 66.66%

Once in a while, 4 0.1333 13.33%

Sometimes, 2 0.0666 6.66%

Frequently, 4 0.1333 13.33%

Almost all the time 0 0.00 0%

Total 30 100.00 100%


Table: 14 How often do you have an adult at home who helps you complete assignments

How often do you have an adult at home who helps you


complete assignments?
13%
7%
Almost never
Once in a while,
Sometimes,
Frequently,
13%
Almost all the time

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?

Respondents N-30 Frequency Percentage


None 4 0.1333 13.33%
Some (less than half), 6 0.2 20%
Most (more than half), 12 0.4 40%
All 8 0.2666 26.66%
Total 30 100.00 100%
Table: 15 How many of your assignments each day do you usually complete

How many of your assignments each day do you


usually complete?
27% 13%

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.

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