EFFECTIVENESS OF ONLINE CLASSES 

ON THE SATISFACTION AND PERFORMANCE

OF STUDENTS  DURING COVID 19 PANDEMIC

AUTHOR

DR ARPANA HAZARIKA.DR NANDITA DUTTA,DR JP DEURI[corresponding author]

DR BARNALI KALITA

[ABSTRACT]
The Covid-19 pandemic has affected educational systems worldwide, leading to the near-
total closures of educational institutions in an attempt to reduce the spread of the
disease. {‘Covid-19 Educational Disruption and Response’ UNESCO,4th March 2020}
Coronavirus is a group of viruses that is the main root of disease with symptoms like
cough, cold, sneezing, fever, and some respiratory symptoms (WHO, 2019).  It is a
contagious disease spreading very fast amongst human beings. COVID-19 is a new
strain which originated in Wuhan, China, in December 2019. On March 24, India declared
a country-wide lockdown of schools and colleges (NDTV, 2020) for preventing the
transmission of the coronavirus amongst the students (Bayham & Fenichel, 2020).
School closures in response to the COVID-19 pandemic have shed light on several
issues affecting access to education. New online programs have shifted the labor of
education from educational institutes to families and individuals, and students who
relied on face to face learning rather than computers and home life have had more
difficulty accessing their education.
AIM OF STUDY-To know the instructor’s quality, student expectations, satisfaction, and
performance
   
Keywords: covid 19       online class      vaccine   lockdown

INTRODUCTION 

E-learning is defined as using information technology to improve the quality of

education.[1] Currently, online teaching is commonly used in the training of
undergraduates---not as a sole method, but combined with the traditional teacher-
led approach.[2] The success of e-learning depends on many factors, including
accessibility, usage of appropriate methods, course content, and assessment
criteria. E-learning, like any method of teaching, has its advantages and
disadvantages for both students and teachers. 
With the COVID-19 -a novel corona virus disease spreading across
the globe, many countries have ordered closure of all educational
institutes. Educational institutions have come to a functional
standstill since they had to protect their students 
             As no one knows when this grave virus will leave our planet,
the educational institutions around the world preferred to utilize
the already existing technical resources on the way to promote
online learning. As a result, a regular online teaching-learning
system was adopted to educate students while staying at home. As a
matter of fact, the transformation from a conventional learning
system to a new digital learning system is a little challenging and
will take time to get accepted and established. Since this system is
newly adopted in the underdeveloped countries; therefore,
educational institutions will have to redesign their curriculum for
online teaching-learning.
             However, by mid-March, nearly 75 countries have impleme.
These measures have certainly caused a degree of inconvenience,
but they have also prompted new examples of educational
innovation using digital interventions. This is a silver lining on a
dark cloud considering the sluggish pace of reforms in academic
institutions, which continues with millennia-old lecture-based
approaches in teaching, ingrained institutional biases and obsolete
classrooms. Nevertheless, COVID-19 has been a trigger for
educational institutions worldwide to pursue creative approaches
in a relatively short notice. During this time, most of the
universities have shifted to online mode using Blackboard,
Microsoft Teams, Zoom, or other online platform
 Methodology: This cross-sectional study was conducted among students of health care
institutes of Assam in the month of October and November, 2021 after offline classes restarted.
A questionnaire was prepared online in google form on different aspects of online classes in the
healthcare profession. 

Excluding a few biodata information, all questions were in likert scale . Total 200 students from
Gauhati Medical College, Silchar Medical College and B.Sc. Nursing College, Guwahati was
considered for this study. Participation was purely voluntary and they were assured that their
identity would not be disclosed and their responses would not affect their academic
assessment. The link of the questionnaire was sent digitally to the participants and they were
asked to choose and tick responses to each question.The questions were on economical
issues,  adaptation to technology, network issues, access of online learning opportunities and
effectiveness of online and face to face teaching. Questions in the questionnaire were rated
based on a 5-point Likert scale ( 1-strongly disagree, 2- disagree, 3- don’t know, 4- agree and 5-
strongly agree) 
Statistical analysis: The results were analysed blindly from the data generated for number and
percentage.
 Indicators Strongly Disagree Don’t Agree Strongly  Total
disagree     know Agree
    %     %   %   %    %

Did you attend online classes 0 0 0 68 32 100

during covid pandemic 

The teacher is able to explain the 3 2 2 30 63 100

competency properly

The presentation of the teacher 2 3 1 45 49 100

audible

There was any network issues 5 63 17 5 10 100

during the sessions

Any economic strain to access 1 65 5 20 9 100

data

Spend more time on other activity 3 48 7 29 13 100

or social sites  after login to
online class

Find online classes interesting 6 28 10 38 18 100

and easy to understand than the
traditional based system

Feel insecure about online class 6 10 26 32 26 100

Think the teacher needs more 17 12 9 40 22 100

training to take online classes

The teacher responded promptly 11 18 51 12 8 100

when asked  question  about
class assignment
Sex :  Male 61
          Female 39
TABLE 2 Showing performance  in formative  assessment of student attending  online class

Likert Scale Number of Students  Marks obtain  

(%)

Excellent 11 >80

Above 47 60-80
Satisfactory

Satisfactory 26 50-60

Below Satisfactory 9 30-50

Poor 7 <30

DISCUSSION
Comparing the current research with past studies, the past studies have examined the factors 
present study was conducted during India’s lockdown period to identify the prominent factors
that derive the student’s satisfaction with online classes. The study also explored the direct
linkage between student’s satisfaction and their performance. The present study’s findings
showed that    63% student   said that that the presentation was audible .23% student gree that
there was economic  strain 48% students greed tht they engaged to while accessing dt teacher
was able to explain the competencies .  student prop 63% student greed tht tht ws network
issue while trending online classes 48% students that they engaged  to some other activities
after they log in into online class  .28% students greece tht online clss ws easier to understand 
Thn the trditionl offline clss.48% students  gree tht tht teachers need more trining to undertake
online clss..5% gree   tht time slot for online class was  proper

indicated that instructor’s quality is the most prominent factor that affects the student’s
satisfaction during online classes. This means that the instructor needs to be very efficient
during the lectures. He needs to understand students’ psychology to deliver the course content
prominently. If the teacher can deliver the course content properly, it affects the student’s
satisfaction and performance. The teachers’ perspective is critical because their enthusiasm
leads to a better online learning process quality.

The present study highlighted that the second most prominent factor affecting students’
satisfaction during online classes is the student’s expectations. Students might have some
expectations during the classes. If the instructor understands that expectation and customizes
his/her course design following the student’s expectations, then it is expected that the students
will perform better in the examinations. The third factor that affects the student’s satisfaction is
feedback. After delivering the course, appropriate feedback should be taken by the instructors to
plan future courses. It also helps to make the future strategies (Tawafak et al., 2019). There
must be a proper feedback system for improvement because feedback is the course content’s
real imageThe data collected in this study was cross-sectional in nature due to which it is difcult
to establish the causal relationship between the variables. The future research can use a
longitudinal study to handle this limitation. Further, the data was collected from one type of
respondents only, that is, the students. Therefore, the results of the study cannot be generalized
to other samples. The future research can also include the perspectives of teachers and policy
makers to have more generalization of the results. The current research is only limited to theory
classes; therefore, it can be implemented to check students’ performance in practical classes.
The study is done on the Indian students only; thus, if the data is collected from various
countries, it can give better comparative results to understand the student’s perspective. This
study is limited to check the performance of students, so in the future, the performance of
teachers can be checked with similar kinds of conditions. There may be some issues and
problems faced by the students, like the limited access to the internet or disturbance due to low
signals. Some of the students may face the home environment issues such as disturbance due
to family members, which may lead to negative performance. The above-mentioned points can
be inculcated in the 
CONCLUSION
. The data collected in this study was cross-sectional in nature due to which it is difficult
to establish the causal relationship between the variables. . Further, the data was collected from
one type of respondents only, that is, the students. Therefore, the results of the study cannot
be generalized to other samples. The future research can also include the perspectives
of teachers and policy makers to have more generalization of the results. The current
research is only limited to theory classes; therefore, it can be implemented to check students’
performance in practical classes. The study is done on the Indian students only;
thus, if the data is collected from various countries, it can give better comparative results
to understand the student’s perspective. 

students, so in the future, the performance of teachers can be checked with similar kinds
of conditions. There may be some issues and problems faced by the students, like the
limited access to the internet or disturbance due to low signals. Some of the students may
face the home environment issues such as disturbance due to family members, which
may lead to negative performance. The above-mentioned points can be inculcated in the