“TEACHERS’ PERCEPTION ON ONLINE TEACHING:

PROBLEMS AND PROSPECTS”

Project report submitted to

CHRIST COLLEGE (AUTONOMOUS), IRINJALAKUDA
In partial fulfillment of the requirements for the award of the degree of
MASTER OF COMMERCE

Submitted by
VISMAYA JAISON
(Reg No: CCATMCM024)

Under the guidance of

Ms. NEELIMA P.A

POST GRADUATE DEPARTMENT OF COMMERCE

CHRIST COLLEGE ( AUTONOMOUS) , IRINJALAKUDA
UNIVERSITY OF CALICUT
MARCH 2021
 CERTIFICATE

This is to certify that the project entitled “TEACHERS’ PERCEPTION ON ONLINE

TEACHING: PROBLEMS AND PROSPECTS” by Ms. Vismaya Jaison is a bona-
fide record of work done under my guidance and supervision in partial fulfillment of
the requirement for the award of the degree of Master of Commerce.

Dr. JOSHEENA JOSE Ms. NEELIMA P.A

(Head of the department) (Project Guide)
 DECLARATION

I, Vismaya jaison, hereby declare that the bona-fide record of “TEACHERS’

PERCEPTION ON ONLINE TEACHING: PROBLEMS AND PROSPECTS” done
in partial fulfillment of the M.Com degree program of Calicut University under the
guidance of Ms.Neelima P.A, Post Graduate Department of Commerce, Christ
college (Autonomous), Irinjalakuda.
I also declare that the project has not formed the basis of reward of any degree or
any other similar title to any other university.

Place: Irinjalakuda VISMAYA JAISON

Date: 30-03-2021
 ACKNOWLEDGEMENT

First, I praise and thank God Almighty who showers his plentiful blessings upon me,
who guide, shield and strengthen me all the time.

I wish to express my profound gratitude and heart-felt thanks to our principal Fr. Dr.
Jolly Andrews CMI for his encouragement and for giving me permission for the study.

I am thankful to Dr.Josheena Jose, our HOD and my project guide

without whose guidance and encouragement, I could not have completed my project
work. In spite of her busy schedule, she spared some of her precious time to me for this
work. Her moral support besides the scholarly guidance in research is the foundation of
this project. Thank you, for all the help and guidance. I’m also thankful to the other
faculties of the department for their valuable advices and co-operation, rendered for the
successful completion of my project.

I’m also sincerely thankful to the teachers in various colleges who helped me in getting
data for analysis. Without their help it will be more difficult for me to get my
questionnaire filled.

I put forward my thankfulness to the Librarian and Non- teaching staffs of Christ college
Irinjalakuda (Autonomous) for their co-operation. I also take this opportunity to thank
my parents, friends and classmates who have been a source of inspiration. Without their
encouragement, it would not have been possible for me to complete my project
successfully.

Place: Irinjalakuda
Date: 30-03-2021 VISMAYA JAISON
 TABLE OF CONTENTS

SL.NO TITLE PAGE NO.

1 List of tables

2 List of figures

3 CHAPTER 1-INTRODUCTION 1-6

4 CHAPTER 2-REVIEW OF 7-15

LITERATURE
5 CHAPTER 3 – THEORETICAL 16-34
FRAMEWORK
6 CHAPTER 4 – DATA ANALYSIS 35-63
AND INTERPRETATION
7 CHAPTER 5 – FINDINGS, 64-67
SUGGESTIONS AND
CONCLUSIONS
8 BIBLIOGRAPHY 68-69
 LIST OF TABLES

TABLE TITLE PAGE

NO NO.
4.1 Table showing the gender of the respondents 35

4.2 Table based on the age of the respondents 36

4.3 Table based on the type of college 37

4.4 Most preferred application for online class 38

4.5 Most preferred device for online class 39

4.6 Type of internet connection 40
4.7 Table showing the teachers difficulty in operating apps 41
4.8 Table showing the internet connection problems 42
4.9 Classification of respondents on the basis of facing difficulty 43
without seeing students face
4.10 Classification of respondents on the basis of taking classes 44
through google classrooms

4.11 Classification of respondents on the basis of preparation of 45

power point presentations for taking class

4.12 Classification of respondents on the basis of type of paper 46

dealing with
4.13 Classification of respondents on the basis of whether they face 47
difficulty in conveying concepts of problem paper
4.14 Teachers’ satisfaction regarding conducting online exams 48
4.15 Teachers’ satisfaction regarding infrastructure facilities 49
provided by college for taking online classes
4.16 Classification of respondents on the basis of having youtube 50
channel or not for uploading their classes
4.17 Table showing whether students join regularly in classes 51
4.18 Table showing whether students respond in the class 52

4.19 Table showing whether students ask doubts during class 53

4.20 Table showing whether teachers’ conduct assignments and 54
seminars through online
4.21 Table showing whether teachers’ free to take class at home 55
with proper attention
4.22 Table showing whether entire portion covered online on time 56
4.23 Table showing whether E-learning method replace 57
conventional methods of teaching
4.24 Low interaction with students 58
4.25 Increase of mental stress 59

4.26 Table showing whether teachers’ feel online class is better 60

because they can take care their family than before
4.27 Online class or offline class 61

4.28 Table showing Kruskal Wallis Test 62

4.29 Table showing Kruskal Wallis Test 63

 LIST OF FIGURES

FIG TITLE PAGE

NO NO
4.1 Gender classification 35
4.2 Age of the respondents 36
4.3 Type of college 37
4.4 Preferred application 38
4.5 Preferred device 39
4.6 Type of internet 40
4.7 Teachers difficulty in operating apps 41
4.8 Internet connection problems 42
4.9 Chart showing teachers difficulty without seeing students 43
face
4.10 Respondents who take classes through google classrooms 44
4.11 Respondents who prepare power point presentations 45
4.12 Chart showing the type of paper teachers are dealing with 46
4.13 Respondents facing difficulty in conveying the concepts of 47
problem paper
4.14 Satisfaction regarding conducting exams online 48
4.15 Satisfaction regarding infrastructure facilities 49
4.16 Whether teachers have you tube channel 50
4.17 Chart showing whether students make delay in joining 51
classes
4.18 Chart showing students response in the class 52
4.19 Chart showing whether students clear doubts 53
4.20 Chart showing details regarding conducting assignments and 54
seminars through online
4.21 Chart showing whether teachers feel free to take class at 55
home
4.22 Chart showing whether entire portion covered on time 56
4.23 Chart showing E-learning method replace conventional 57
methods or not
4.24 Low interaction with students 58
4.25 Increase of mental stress 59
4.26 Whether teachers feel online class is better or not 60
4.27 Online class or offline class 61
 CHAPTER-1
INTRODUCTION
1.1 INTRODUCTION

Teaching can be defined as the engagement with learners to enable their understanding and
application of knowledge, concepts and processes. It includes design, content selection,
delivery, assessment and reflection. To teach is always to engage students in learning, thus
teaching consists of getting students involved in the active construction of knowledge. A
teacher requires not only knowledge of subject matter, but knowledge of how students learn
and how to transform them into active learners. Good teaching, then requires a commitment
to systematic understanding of learning. The aim of teaching is not only to transmit
information, but also to transform students from passive recipients of other people's
knowledge into active constructors of their own and other's knowledge. The teacher cannot
transform without student’s active participation of course. Teaching is fundamentally about
creating the pedagogical social, and ethical conditions under which students agree to take
charge of their own learning, individually and collectively. Learning is a process that leads to
change which occurs as a result of experience and increases the potential for improved
performance and future learning. The change in learner may happen at the level of
knowledge, attitude or behaviour. As a result of learning, learners are forced to see concepts,
ideas and the world differently. Learning is not something done to students but rather
something students themselves do. It is the result of how students interpret and respond to
their experiences while there are disciplinary differences in what students learn, it is
important to keep in mind that learning content or information constitutes only one part of
learning. Regardless of the field of study, students need to have significant oppurtunities to
develop and practice intellectual skills thinking processes (eg; problem solving, scientific
inquiry), motor skills and attitudes/values that are important to their fields of study. In
addition students need oppurtunities to develop interpersonal and social skills ( often referred
to as soft skills) that are important for professional and personal success. Examples of these
skills include teamwork, effective communication, conflict resolution and creative thinking.
As teaching assistants and instructors, we need to keep in mind that there is much more to
learning than the content and that we should pay attention not only to the content but also to
thinking processes and other types of learning.

The outbreak of deadly corona virus disease in china during the month of Dec 2019 had
spread to various parts of the planet in a few months. On 11th March 2020 WHO (World

1
Health Organisation) declared it as a pandemic. To prevent this uninhibited spread of the
coronavirus, whole world was forced to go into complete shutdown to maintain social
distancing. Along with the severe health crisis posed by covid-19 impacted the education
sector in a disastrous way. Education is the key determinants of a country's economic growth,
which can neither be stopped nor ignored. The country wide lockdown lead to the closure of
schools, colleges and universities for an undefined period of time. This sudden shutting down
has blocked all the academic activities and caused to immediate loss in learning and further
loss in human capital, job opportunities, and economic growth, in long run. The terrified
Pandemic caused by SARS (severe acute respiratory syndrome) Corona virus held all the
educational institution shut down since the very beginning of this year 2020. As a result that
led to immediate closure of academic activities since mid of March for an uncertain period of
time. In such a devastating situation to prevent learners from academic losses the only option
left on the hands of educationists was a shift towards online mode, which does not require
physical contact and is possible to carry out under the guidelines for preventing the spread of
Corona virus. Though online learning was not new to adapt into education sector but
accepting it, as a substitute to traditional method of learning was very much sudden and
difficult too. A significant percentage of student teachers are found to feel stressed and
isolated. The poor confidence in online platform of learning and are not agreeing that
curriculum can be effectively transacted through the online mode. But majority of students
and teachers accepted online learning as a better choice for learning during this pandemic
period but not agreed it as an alternative to traditional approach of learning that is face to face
mode of learning. In developing countries like India, where online education was not very
common, the pandemic transformed the conventional chalk-talk teaching model to one driven
by technology with the single stroke of a pen. The COVID-19 crisis forced a move towards
online teaching and learning, thereby creating space for more flexible learning possibilities,
exploring blended learning, and mixing synchronous learning with asynchronous learning.
The pandemic has led to the capacity building of staff and faculty, compelling them to learn
and test new tools and systems for online teaching and learning. This obviously lead to an
increase in innovation in teaching pedagogies, as well as delivery modalities. The pandemic
has worked as a wake-up call and demonstrated the importance of technology in teaching,
learning, and research, this article tries to bring light focus on the impact and changes in
Indian education during this pandemic time .Here we are going to discuss about the teacher's
perception on online classes among the UG and PG section of Christ college Irinjalakuda, Sri.
C. Achutha Menon Government college Kuttanellur and St Joseph’s college Pavaratty during
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COVID-19 pandemic. This topic is emphasized mainly to understand the problems of
teachers especially to know their satisfaction level regarding online class and to understand
about the various strategies adopted by them in online classes. Online class is not a new
concept. But now it attains more and more importance and it has got practically wider
application than earlier.

1.2 OBJECTIVES OF THE STUDY

1.To identify the problems faced by teachers during online classes.

2.To measure the satisfaction level of teachers regarding online classes.

1.3 HYPOTHESES

H1: The problems faced by the teachers of aided, government and self financing colleges are
equal.

H1: There is significant difference in the level of satisfaction among the teachers.

1.4 SIGNIFICANCE OF THE STUDY

Online Learning is the most common method of distance learning today. During the
lockdown period for Covid-19, online learning is the best platform to keep
learners/educators engaged and safe by maintaining social distancing. Govt. of India has
initiated different online learning platforms to continue educational activities during
lockdown period. Using the various technologies available for Online Learning, educators
can provide a more interactive distance learning experience by delivering real-time,
synchronous video conferencing. Online learning is considered as future learning process and
this platform has a potential of overall change in pedagogy of teaching learning in the modern
world.

1.5 STATEMENT OF THE PROBLEM

In such a devastating situation to prevent learners from academic losses the only option left
on the hands of educationists was a shift towards online mode, which does not require
physical contact and is possible to carry out under the guidelines for preventing the spread of
Corona virus. Though online learning was not new to adapt into education sector but

3
accepting it, as a substitute to traditional method of learning was very much sudden. A
significant percentage of teachers are found to feel stressed isolated and poor confidence in
online platform of learning and are not agreeing that curriculum can be effectively transacted
through online mode. This topic is emphasized mainly to understand the difficulties faced by
teachers and to know their satisfaction level with respect to the study of various other factors
which affect the online class.

1.6 RESEARCH METHODOLOGY

Research can be defined as a careful study to discover correct information or a way of

collecting information to facilitate problem solving. It is also a systematic and continuous
method of defining a problem, collecting facts and analysing them, reaching conclusion
forming generalizations. Research methodology is the description, explanation and
justification of various methods of conducting research.

1.6.1 DATA COLLECTION

Primary data were collected from the respondents through systematically prepared
questionnaire in Google form and then electronically summarised through SPSS.

Secondary data is just opposite to the primary data. They are collected and published by
already someone else. They can also be used as a part of the study. They include journals and
magazines.

1.6.2 Research design

The study is descriptive in nature. It includes fact surveys and fact-finding enquiries of
different kind. The major purpose of this research is to analyse the perception of teachers on
online classes and the various problems associated with it.

1.7 SAMPLE DESIGN

It was very difficult to conduct a study on the entire population from Kerala. So
representative sample was drawn for the purpose of the study.

1.7.1 Sample population

The population for the study is the teachers of Sri. C. Achutha Menon Government college
Kuttanellur, Christ College, Irinjalakuda which is government aided and St. Joseph’s college
pavaratty which is self financing college.

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1.7.2 Sampling technique

Due to COVID-19 , the researcher was unable to collect the data directly. Therefore the data
were collected through Google form and forwarded to the teachers.

1.7.3 Sample size

Here 76 respondents filled the Google form during the period of data collection. Hence the
researcher constitute the sample size to 76.

1.8 Tools used for analysis

Appropriate statistical tools were used for analysis via descriptive and inferential statistics.
Descriptive analysis have undergone through percentage analysis as it’s tool with the help of
different types of graphs and charts. Thus the data is effectively interpreted. Secondly under
inferential analysis Kruskal-Wallis H Test is used for drawing inferences in order to depict
data.

1.9 SCOPE OF THE STUDY

Covid-19, as a global pandemic, has called for social distancing. It has made people
mandatory to sit indoor and sitting idle indoor may lead to mental stress. Online learning is
the best solution during this pandemic among students. Teachers can use virtual classrooms
to teach from home with all necessary tools which makes the online sessions as effective as
traditional ones. Pandemics often compel the learners to stay at home for long period of time
and obstruct teaching-learning process. This study emphasizes on how online learning is
beneficial during times of crises like work absences or pandemics. Therefore, some tools and
techniques for online learning which can ensure the continuity of learning are highlighted.
Perceptions and problem areas of educators on online learning system during lockdown are
pointed here. This is the main concern of the area of the study and has a wide scope in this

relevant situation.

1.10 LIMITATIONS OF THE STUDY

comprehensive study could not be made.

5
1.11 CHAPTER SCHEME

1.11.1 Chapter 1 – Introduction

1.11.2 Chapter 2 – Review of literature
1.11.3 Chapter 3 – Theoretical framework
1.11.4 Chapter 4 – Data analysis and interpretation
1.11.5 Chapter 5 – Findings, Suggestions and Conclusions

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 CHAPTER-2
REVIEW OF LITERATURE
1. W zhang, Y wang, Y wang, L yang, C wang-2020 mdpi.com Against the backdrop of
the COVID-19 outbreak, an emergency policy initiative called “Suspending Classes Without
Stopping Learning” was launched by the Chinese government to continue teaching activities
as schools across the country were closed to contain the virus. However, there is ambiguity
and disagreement about what to teach, how to teach, the workload of teachers and students,
the teaching environment, and the implications for education equity. Possible difficulties that
the policy faces include: the weakness of the online teaching infrastructure, the inexperience
of teachers (including unequal learning outcomes caused by teachers’ varied experience), the
information gap, the complex environment at home, and so forth. To tackle the problems, we
suggest that the government needs to further promote the construction of the educational
information superhighway, consider equipping teachers and students with standardized home-
based teaching/learning equipment, conduct online teacher training, include the development
of massive online education in the national strategic plan, and support academic research into
online education, especially education to help students with online learning difficulties.

2. Murphy, MPA (Michael P.A)The COVID-19 pandemic quickly led to the closure of
universities and colleges around the world, in hopes that public health officials' advice of
social distancing could help to flatten the infection curve and reduce total fatalities from the
disease. His topic related to covid period is “covid-19 and Emergency E-learning
consequences of the secuiritization of Higher Education for post-pandemic pedagogy”.
Drawing on Copenhagen school securitization theory and analyzing 25 declarations of
emergency e-Learning at American universities, I argue that in addition to COVID-19 being
framed as a general threat, face-to-face schooling was also presented as a threat through these
policies. A review of securitization theory-with particular attention to the question of
advocacy and the relationship of desecuritization to emancipation-grounds the investigation
theoretically. I argue that securitization theory is an important tool for educators not only for
observing (and understanding) the phenomenon of emergency eLearning, but also for
advocating the desecuritization of schooling after the COVID-19 crisis passes.

3. Joel Judd, Betty Ann Rember, Tony Pellegrini, Brian Ludlow (2020)This Project
named “This is not teaching”: The effects of covid-19 on teachers- was initiated to shed light
on teachers’ experiences as a result of this Spring’s school closures due to the COVID-19
pandemic, 2020. Its primary goal was to understand teachers’ experiences with mandated
online schooling. Related goals included gathering information about teacher preparedness,

7
significant challenges faced, and to what extent prior teacher preparation experiences helped
them to teach effectively online. This is an on-going project. What we have found so far is
that while maintaining an online school presence was well-intended, teachers and students
had widely varying experiences with the quality and consistency of online instruction.
Internet access varied from excellent to none depending on the student’s location, and 25% of
teachers responding to our survey had little or no ongoing mentoring and support to teach
online. Regardless of years teaching, the majority of teachers recognized that online
instruction requires significant adaptations requiring time and support. Finally, teachers
overwhelmingly identified parental support and home situations as the two most challenging
aspects of online teaching.

4. Bao,W(2020) Starting from the spring of 2020, the outbreak of the COVID-19 caused
Chinese universities to close the campuses and forced them to initiate online teaching. This
paper named “covid -19 and online teaching in higher education” focuses on a case of Peking
University's online education. Six specific instructional strategies are presented to summarize
current online teaching experiences for university instructors who might conduct online
education in similar circumstances. The study concludes with five high impact principles for
online education: (a) high relevance between online instructional design and student learning,
(b) effective delivery on online instructional information, (c) adequate support provided by
faculty and teaching assistants to students; (d) high quality participation to improve the
breadth and depth of student's learning, and (e) contingency plan to deal with unexpected
incidents of online education platforms.

5. Maria Assuncao Flores, Marilia Gago, 2020 This paper focuses on the national,
institutional and pedagogical responses as a result of the closure of schools and universities in
March 2020 in Portugal. It includes a brief description and analysis of the initiatives and
responses to the crisis as well as the difficulties, the challenges and the opportunities. The
paper concludes with the discussion of the implications for teaching and teacher education in
such uncertain times, particularly in regard to the role of practice as well as issues of
mentoring within the context of a practicum as a ‘real practice’ versus ‘an ideal (ised)
practice’.

6. C Fernandez, S Llinares, Y Rojas- ZDM, 2020-springer Growing use of the internet in

educational contexts has been prominent in recent years. In this survey paper named
“Transformation of the mathematic classroom with the internet”, we describe how the

8
internet is transforming the mathematics classroom and mathematics teacher education. We
use as references several reviews of use of the internet in mathematics education settings
made in recent years to determine how the field has evolved. We identify three domains in
which new approaches are being generated by mathematic educators: principles of design of
new settings; social interaction and construction knowledge; and tools and resources. The
papers in this issue reflect different perspectives developed in the last decade in these three
domains, providing evidence of the advances in theoretical frameworks and support in the
generation of new meanings for old constructs such as ‘tool’, ‘resources’ or ‘learning set-
ting’. We firstly highlight the different ways in which the use of digital technologies
generates new ways of thinking about mathematics and the settings in which it is learnt, and
how mathematics teacher educators frame the new initiatives of initial training and
professional development. In this survey paper, we identify trends for future research
regarding theoretical and methodological aspects, and recognise new opportunities requiring
further engagement.

7. Ni she, O Farrell, J Brunton, E Costello, E Donton-2019 Teaching online is different. In

this report we attempt to explain why. This report arises from the #Open teach: Professional
Development for Open Online Educators project, which is funded by the National Forum for
the Enhancement of Teaching and Learning in Higher Education. In this project topic
“Teaching online is different: Critical perspectives from the literature”, we plan to uncover
and promote the keys to effective online teaching practice, while recognising that effective
teaching is an art, craft and science. We aim to harness this knowledge to support the
professional learning of online educators. Ultimately we want to support online students to
learn online by helping and inspiring their educators. This report was developed to help lay a
foundation for the project through a critical analysis of relevant literature.

8. Comas-Quinn, Anna(2011) Here we discuss a topic called “Learning to teach online on

learning to become an online teacher: an exploration of teachers experiences in a blended
learning course”. A key role in the successful implementation of any learning approach is
played by teachers, so how well blended learning works will depend largely on how well
teachers make the transition from their traditional face-to-face classroom roles to the wider
more complex role that blended learning requires. The additional skills and the forging of a
new professional identity might not come easily to all practitioners. This paper evaluates the
impact that the introduction of blended learning in a distance language learning course has
had on teachers. It presents and discusses findings from a small-scale evaluation study which

9
compared quantitative and qualitative data gathered through a survey and a small number of
interviews with participant observations from the researcher and the institutional end-of-
course debriefing report. The paper argues that whilst technological challenges and the sheer
amount of change that teachers were faced with were largely responsible for some of the
negative attitudes reflected in teachers’ opinions about the course, a less obvious, broader
explanation for the difficulties that teachers encountered might be found in the way that
learning, teaching and training are conceptualised by both teachers and the institution.
It is proposed that a transmission of knowledge approach to training fails to acknowledge and
properly support the transformation of teachers’ identity that results from moving from
traditional classroom-based teaching to online teaching. The shift goes beyond the acquisition
of ICT skills and requires a pedagogical understanding of the affordances of the new medium
and an acceptance by the teacher of his or her new role and identity.

9. C Hodges, S Moore, B Lockee, T Trust, A Bond-Educase review,2020 . This paper is

named as “ The difference between emergency remote teaching and online learning”.Well-
planned online learning experiences are meaningfully different from courses offered online in
response to a crisis or disaster. Colleges and universities working to maintain instruction
during the COVID-19 pandemic should understand those differences when evaluating this
emergency remote teaching .Due to the threat of COVID-19, colleges and universities are
facing decisions about how to continue teaching and learning while keeping their faculty,
staff, and students safe from a public health emergency that is moving fast and not well
understood. Many institutions have opted to cancel all face-to-face classes, including labs and
other learning experiences, and have mandated that faculty move their courses online to help
prevent the spread of the virus that causes COVID-19. The list of institutions of higher
education making this decision has been growing each day. Institutions of all sizes and

types—state colleges and universities, Ivy League institutions, community colleges, and

others—are moving their classes online.

10. HY Hong-The Asia-Pacific Education Research,2014 This study named “Exploring

college students’ perceptions of learning online performance in a knowledge building
environment”, examined students’ perceptions of learning and online performance in a
learning environment. The participants were 93 college students in a teacher-education
program in a university. The online learning environment was designed based on knowledge
building pedagogy and was utilized to help engage students in collaborative learning and

10
knowledge work. A questionnaire on the perceptions of learning was employed to assess how
students’ viewed their online learning. The findings indicated that the students involved in a
knowledge-building environment (as compared with non-knowledge-building environment)
perceived their online learning as relatively more student-centered. Moreover, they were able
to progressively provide one another with more elaborated feedback during discussion. Some
implications regarding design of effective learning environments are discussed.

11. Dr. Babita Dubey, Dr. Shivendra Singh 2020 Here the analysis explains that teachers
of any type of institution whether government or private have positive perception towards
online teaching during covid19 lockdown. The topic is named as “Perception of teachers on
online teaching in higher education during covid-19 lockdown”.Teachers of every age is
taking it as good step during lockdown. Only difference we found when perception was
compared with the designation. Teachers believe that though, the online teaching is
increasing teachers’ technical knowledge and helpful in knowledge diversification, still
online teaching increases the working hours of teachers as there is no time limit as in class
room teaching. As institutions transition to online instruction in the face of COVID-19,
academicians are struggling with what it means to teach subjects online. High-quality online
teaching is more difficult and demanding than its face-to-face counterpart. It requires more
upfront planning and preparation and more individualized feedback and assistance.

12. Harandi (2015) has likewise examined the quality of the relationship between e-learning
and students’ inspiration among students in Tehran Alzahra University. The name of the topic
is “ Effects of e-learning on students’ motivation”.They found that e-learning is a component
which influences student’s inspiration. Their exploration is relied upon to be useful in
developing nations for educational scholars who need to comprehend the impact of e-learning
on students’ inspiration. However, their investigation is constrained by the reality speculation
of the results can't be made to different nations.

13. Lumadi et al (2013) addresses the effect of e-learning on the academic performance of
students & teachers and the topic is named as “ E-learning’s impact on the academic
performance of student-teachers”.They directed an investigation to decide whether teacher
showed utilizing technique for e-learning performed better than teacher showed utilizing the
traditional strategy for instructing and learning.Their discoveries proposes that e-learning
affects the presentation of students as teachers taught using e-learning consistently perform
better than student-teachers taught using the conventional technique. In their decision, e-

11
learning was found to significantly affect student-teachers. They bolstered an underlying
expert improvement of student-teachers dependent on e-learning advancements, change in
preparing approaches, systems and exercises so as to address the educational difficulties.
Their examination was centred in South Africa and could be helpful to creating nations, for
example, Philippines. This examination anyway doesn't address the issue of unintended
results of e-learning.

14. Thaket et al (2012)The paper has tended to the issue of viability and helpfulness of e-
learning approach in showing the maths course at level 5 in Yemen. The presentation of an
experimental group of 30 students contemplating utilizing e-learning approach was analysed
and compared with the performance of 30 students a similar course utilizing a traditional
learning package. It was inferred that there was a huge increase in delayed Achievement of
experimental group utilizing e-learning approach when compared with one utilizing
traditional learning strategy. The outcome recommends that e-learning has accomplished a
more prominent productivity than conventional technique.

15. Pradeep Sahu(2020) In the emerging and ever-changing COVID-19 context,

universities should implement a number of measures to slow the spread of the virus. The
topic of the study is “Impact on education and mental health of students and academic staff”.
Students and staff should receive regular information through emails and university intranets.
The health and safety of students and staff should be the top priority. Proper counselling
services should be available to support the mental health and well-being of
students. Authorities should take the responsibility of ensuring food and accommodation for
international students. Faculty members should embrace technology and pay careful attention
to student experiences to make the learning rich and effective.

16. International Marmara Social sciences Congress(2020) With the continuity of online
learning as a mode toward breaking the transmission chain of the corona virus COVID-19,
universities have to implement several measures to increase the online teaching quality via
training their teaching staff and offering appropriate teaching equipment. Students and staff
have to build supportive communication offering online platforms for better interaction with
regular information about their courses, to make the learning-rich and effective. Improving
the difficulties from the environment, noise, and equipment, would further help in less stress
and increase attraction, concentration, freedom, and more useful time during online lectures.
The future teaching era at universities during pandemic situations is going to embrace the

12
online platforms via blended learning, meanwhile, in normal situation a face- to- face is the
best testing approach.

17. Toquero, Cathy Mae(2020) The study of the topic is “ Challenges and oppurtunities for
higher education amid the covid-19 procedure”. Covid-19 affected higher educational
institutions not just in Wuhan, China where the virus originated but all other higher
educational institutions in 188 countries as of April 06, 2020. Educational countermeasures
are taken to continue educating the students despite the COVID-19 predicaments. Based on
the author's experiences,research observations in the academe, COVID-19 guidelines, and the
need for alternative solutions, this article introduces how higher education is affected and
how it can respond to future challenges. This article recommends to educational institutions
to produce studies to proliferate and document the impact of the pandemic to the educational
system. There is also a greater need for educational institutions to strengthen the practices in
the curriculum and make it more responsive to the learning needs of the students even beyond
the conventional classrooms.

18. Mohammad Monirujjaman Khan, S.M Tahsinur Rahman(2020) This paper named
“Online education system in Bangladesh during covid-19 pandemic”, finds digital education
as one of the most popular means of education due to the unexampled days caused by
COVID-19 pandemic across the globe. One of the tragedies of the epidemic, beneath the
death circle and economic cost, is the human cost on our students and on their education. As
the virus is spreading across the country, more than 90% of enrolled students were affected
by some kind of limitation posed by the educational institutions, with more than a billion
impacted around the world. The miniature-term fight versus the virus is about health. But its
lengthy-term effects can only be controlled by a digital education system which is
comprehensive and rapid. This is the mere way to eliminate a lost generation due to COVID-
19 outbreak, and in an “epidemic-aware” earth could be a stable positive step towards
educational inclusion. In this paper an online education system in Bangladesh during
COVID-19 pandemic has been discussed. The current scenario of education in Bangladesh
during COVID-19 has been investigated. This paper also includes the discussion of digital
education methods in Bangladesh, possibilities of digital education system and challenges for
digital education system. In addition to that the mental health among students during the
COVID-19 pandemic in Bangladesh has been discussed.

13
19. International Journal For Educational Integrity(2021) This paper called “Responding
the COVID-19 emergency: student and academic staff perceptions of academic integrity in
the transition to online exams at 3 Australian universities” explores the perceptions of
academic staff and students to student cheating behaviours in online exams and other online
assessment formats. The research took place at three Australian universities in July and
August 2020 during the emergency transition to online learning and assessment in response
to the COVID-19 pandemic. The study sought to inform decision making about the future of
online exams at the participating universities. Quantitative and qualitative data were collected
using online surveys. The findings of the study led to seven key observations, most notably
the need to redefine the characteristics of academic misconduct to account for changes
wrought to examinations in a digital world. The study concludes with lessons learned in
relation to enhancing academic integrity in digital examinations and assessments.

20. H llgaz, GA Adanir- Education and Information technologies(2020) Online learning

has grown in popularity, leading to more widespread utilization of online exams. Here a study
is conducted on the topic “Providing online exams for online learners; Does it really matter
for them?” Online exams have started to become a preferred method of assessment in both
online and traditional learning environments. They provide various benefits for the learning
process and learners when used appropriately within online learning programs. The current
study aims to investigate the academic achievement of online learners in online exams as
compared to traditional exams and to analyse their perceptions towards online exams. The
study was conducted at a state university in Turkey during the 2018 spring semester.
Participants of the study are 163 vocational college level online learners. This research has
been designed as a mixed method study. In this regard, learners’ academic achievement and
perceptions have been considered as quantitative data and learners’ opinions as qualitative
data. Through the use of quantitative analysis methods, it is shown that learners report
positive attitudes towards online exams and that there was no statistically significant
difference in the students’ academic achievement in online and traditional exams. The
majority of the learners pointed out that online exams are efficient, usable, and reliable while
others indicated a level of insufficiency related to exam duration, as well as concerns about
potential technical problems that may occur during the implementation of online exams.
Understanding the benefits and challenges of online exams will help the institutions in
planning their institutional road map.

14
21. Miguel Ardid, Jose A.Gomez- Tejedor, Jose M.Meseguer-Duenas,Jaime Riera, Ana
Vidaurre(2015) This paper deals with the topic “online exams for blended assessment, study
of different application methodologies” In this paper, the use of online exams as part of the
evaluation process in the context of blended assessment has been studied. The online exams
have been used in three different situations: in an evaluation-proctored exam, in an
evaluation-unproctored exam and as a training-homework task. The analysis shows that the
students' online mark clearly depends on the way the online exam was performed. It has also
been proved that the weight of the online exams in the final mark does not affect the results
of the online exams, and that the results obtained in the unprotected environment present a
bias towards higher ratings, as well as a greater dispersion of results regarding the case of
proctored environment

15
 CHAPTER-3
THEORETICAL FRAMEWORK
3.1 PERCEPTION

Here under this project we are studying about the perception of teachers on online teaching.so
first of all we have to know about what perception is. We can go through a detailed study of
perception and it’s theories. Perception is the sensory experience of the world. It involves
both recognizing environmental stimuli and actions in response to these stimuli. Through the
perceptual process, we gain information about the properties and elements of the environment
that are elements of the environment that are critical to our survival. Perception not only
creates our experience of the world around us; it allows us to act within our environment. The
perceptual process is a sequence of steps that begins with the environment and leads to our
perception of a stimulus and action in response to the stimulus. It occurs continuously, but
you do not spend a great deal of time thinking about the actual process that occurs when you
perceive the many stimuli that surround you at any given amount.

3.2 THEORIES OF PERCEPTION

Most relevant theories and explanations of perception as a process of acquiring and

processing of information may be divided into two basic groups, according to the direction of
information flow. The first is a group of theories which suppose using only bottom–up
processes when acquiring and processing sensory data. By boom–up processes, we mean
processes that start at the lowest sensory levels that means( from the cortex’s point of view)
at the most distant levels of cognitive apparatus and then they gradually lead to more
complicated and complex processes which take place in higher (cortical) structures which are
responsible for more global and abstract ways of thinking. On the contrary, the top–down
theories suppose that in the process of discrimination, but mainly when processing sensory
stimulus, we start by “feeling” sensory data on receptors, but their processing presumes a
downward influence of higher cognitive contents which organize and later determine them.
Such influence we can call the top–down effect. The core of this approach is the fact that in
order to process sensory stimulus, one needs to have prior experience or knowledge, or other
Influences which help to organize and cognitive contents.

3.2.1 The bottom-up theories of perception explanation

The characteristic feature of bottom–up theories of perception is the fact that the content and
quality of sensory input play a determinative role in influencing the final percept. Sensory
input, in their view, represents the cornerstone of cognition and by its own nature it

16
determines further sensory data processing. For example, when perceiving a tree, our sensors
will collect the basic data (such as points, horizontal or vertical lines) as the main individual
characteristics of the object which are later connected to build more complex, assembled
surfaces and shapes in order to create complex perception of the object we identify as a tree.
Therefore we call this data–driven processing perception. With respect to the emphasis these
theories put on the nature of sensory input, it is no surprise that most of them significantly
correlate with philosophical realism, which suggests that our percepts are directly induced by
external objects and more or less correspond to them. A typical prototype of such direct
realism is Gibson’s theory of direct perception.
3.2.1.1 Jibson’s theory of direct perception
J. J. Gibson believed that the cognitive apparatus was created and formed by a long
evolutionary influence of external environment which is apparent in its structure and abilities.
We learned to extract precisely the information which is necessary for our survival. In
accordance with Darwin’s assumption, the pressures of the environment caused our receptors
to be created and formed so that they became sensitive to relevant stimulus from the
environment and they adapted to the environment. Such interpretation of perception is called
the ecological one because it attributes the determinative role to the environment and to its
influence on the whole process of perception.
3.2.2 The top- down indirect perception theories
The key feature which separates the top–down theories and the bottom–up theories is the
participation of higher cognitive functions in the process of perception in the form of support
of discrimination and interpretation of perceived contents. While top–down theories prefer
direct perception without participation of knowledge and previous experience, according to
the theories of indirect perception, perception is the possible only by means of mental
representation computation or creating a picture of a given reality. Sensory data must be
organized and captured by cognitive apparatus and then interpreted on the basis of available
knowledge. The philosophical basis for this approach to perception is The Critique of Pure
Reason by Kant. According to this work, thoughts without content (Inhalt) are empty (leer),
intuitions without concepts are blind (A50-51/B74–76). Only by understanding (begreifen)
the image (e. Anschauung) via a concept (r. Begriff) one realizes, what he is experiencing and
only then we call this cognition.

17
3.2.2.1 Constructivist theories

Constructivist theories assume the process of perception is a highly active process of

extracting sensory stimuli, their evaluation, interpretation and backward organization of
sensory stimulus. Perception is the end product of the interaction between stimulus and
internal hypotheses, expectations and knowledge of the observer, while motivation and
emotions play an important role in this process. Perception is thus influenced by a wide range
of individual factors that can lead to an inadequate interpretation (EY-Senck Keane, 2008,74)

3.2.2.1.1 Gregory’s theory

One of the most popular constructivist theories of perception is Gregory’s theory. While
Gibson integrated the phylogenetic flow of time (the influence of evolution on cognitive
apparatus) into the process of perception, Gregory used the flow of ontogenetic time. He
claims that sensory data found on receptors are just some sort of energy samples, but they are
of no great importance themselves. Their importance is based on our previous experience.
Data have the past and the future; they change themselves and they influence each other.They
have some hidden aspects that emerge only if influenced by various conditions. (Gregory,
1990,219).
3.2.3 Computational theories
Another example of the bottom–up theories are computational theories. The core of their
approach is the expansion of Helmholz’s belief in unconscious inference and evaluation of
sensory stimuli. Proponents of computational theories are trying to solve the issue of
perception by eliminating the question of conscious experience, while at the same time
utilizing some of Gregory’s premises. They believe that perception is not determined by
conscious intentionality or motivation, but that it is being operated by relatively easy
mechanical rules which can be applied to unconscious entities as well.
3.2.3.1 Marr’s model of perception
Despite the fact that we have mentioned computational models in the context of color
perception and determining the final color (e.g. in Land’s Retinex Theory), we must also say
that Marr’s model of seeing is an excellent representative of computational theories. David
Marr approached perception as problem solving. According to him, to find a solution, it is
important to analyze what the visual system should do in order to make the perception
successful. Marr called this level computational since it assumes that each function
(perception is a function) can be understood as a computational operation (consisting of
sequenced steps) leading to a desired outcome. A fundamental feature of this sequence of

18
steps is the fact that it contains hidden analytic computational processes and the aim of
computational analysis is to describe a strategy, by which we ensure the achievement of a
result (Marr. 1982, 23)

3.3 Learning and teaching

Education has always been awash with new ideas about learning and teaching. Teachers and
administrators are regularly bombarded with the suggestions for reform. They are asked to
use new curriculum, new teaching strategies, and new assessments. They are directed to
prepare students for the new state standardized test or to document and assess students’ work
through portfolios and performance assessments. Teaching is the intellectual work; that
teachers have a range of roles, including information deliverer and team coach; that effective
teachers strategically distribute (or share) work with students; and that teachers focus on
challenging content.

3.3.1 Implications for Teaching and Teachers

As we all know, the relationship between learning and teaching is complex. Moreover,
research on learning has often been conducted independently of research on teaching, leading
to a gap in understanding between the two communities of researchers who understand and
work on learning and those who understand and work on teaching. In recent years, scholars
have been trying to bridge the gap between these intellectual communities with some modest
success (Romberg and Carpenter 1986).One reason the relationship remains elusive is that
learning cannot be mandated; teachers cannot guarantee that a particular student will learn
(Jackson 1986). A teacher may always valiantly try to teach mathematics to a student, but
whether the student learns something depends on many factors within and outside the
teacher’s control: Is the student motivated? Did the teacher use the appropriate instructional
strategy? Is the student interested? Are the classroom and school conditions conducive to
learning? Are the student’s parents supportive? Is there enough time to digest the ideas and
practice new skills? Is there any peer pressure? The list goes on. Nevertheless, these four
ideas about learning, learners, and knowledge have important implications for the work of
teachers. We propose several.

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3.3.1.1 Teaching as Intellectual Work

Perhaps the most significant implication of these ideas about learning and knowledge is that
they imply that thoughtful teachers are intellectuals who think both about subject matter and
students, constructing bridges between the two. Reformers long ago learned that curricula
cannot be teacher-proof—for teachers inevitably shape the materials they use based on their
own knowledge, beliefs, and assumptions (e.g., Clark and Peterson 1986; Cohen,
Raudenbush, and Ball 2003; Shulman 1983). Yet wide-spread belief persists that teaching is a
straight forward enterprise. Using textbooks, teachers follow each page, directing students in
what they should read and do. If the materials are good, and everyone behaves himself or her-
self, so the logic goes, students will learn.

That is simply not true. Resources are mediated by teachers and students,
and they are situated within con-texts that matter (Cohen, Raudenbush, and Ball 2003).Good
teachers must think hard about what they want their students to learn, contemplating myriad
questions: What is interesting about this subject for my students? What ideas and concepts
are particularly difficult? Why? What are the different means I can use to help students
grapple with these ideas? What do my students already know that might help? What do they
believe that might get in the way? What time of the day is it? The year? How can I use my
students’ diverse backgrounds to enhance the curriculum? How can I create a community of
learners who can support the individual and social construction of knowledge?

Notice here that answering any and all of these questions entails theories and
knowledge about learners and learning. Because the situation matters, teachers must think of
the time of year, school, classroom, and community (the social contexts of learning). When
teachers decide what to teach, they must find ways to emphasize both concepts and facts and
modes of inquiry (the nature of knowledge students need to acquire). When teachers consider
what students will find interesting or difficult, they need ways to access students’ minds; they
need to create communities among their students (learners as active constructors of
knowledge). Thus, much of teachers’ thinking is informed by the ideas about learners and
learning we discussed earlier.

The current emphasis on teacher thinking and decision-making has led to a sea change in the
way that we think about, observe, and evaluate teachers and their teaching. Research on
teaching now entails asking teachers why they act as they do and what they learn from their
experiences. Administrators no longer crouch in the back of classrooms, filling out checklists

20
of behaviours. Instead, teachers and their colleagues (other teachers, principals, and
curriculum coordinators) are expected to talk about why they taught as they did, answering
questions about their reasons, rationales, and reflections: Why did you teach this lesson?
What did you hope to accomplish? What would you change? New performance-based
assessments—for example, the assessment system of the Beginning Teacher Assessment
Program in Connecticut, teacher portfolios collected through INTASC, and the processes and
products required by National Board for Professional Teaching Standards—assume that to
understand teaching, we must observe both thought and action, watching what teachers do
and asking them to defend their choices. Such assessments now involve interviews and
portfolios, as well as more traditional standardized tests and observations.

The emphasis on the intellectual aspects of teaching is not intended to override the
fundamentally moral aspects of teaching. We agree with Palmer (1997) and Schwab,who
argued persuasively that it is problematic to divorce discussions of mind from heart, for the
intellect is deeply personal. Rather, this attention to teachers’ rationales (including explicated
theories of teaching and learning) is intended to hold teachers more accountable for their
actions, as any professional is, so that all students are treated equitably and receive
comparable high-quality instruction (Ball and Wilson 1996).The recognition that teaching
involves both intellectual and moral aspects only adds to its complexity.

3.3.1.2 Teaching as Varied Work

Another common mistake made in this era of reform is to presume an isomorphic

relationship between approaches to teaching and modes of learning. Some “radical
constructivists” have argued that teachers must never tell students anything, and that all
knowledge must be constructed independently of the teacher’s watchful eye. But a teacher
might believe that students are active constructors of their own knowledge yet still choose
from a broad array of instructional strategies, ranging from drill and practice to recitation,
from cooperative groups to simulations. In creating these educational opportunities for their
students, teachers use manipulatives and historical artefacts; they create scientific inquiries
and mathematical problems. Because teachers take on different roles in these different
instructional configurations, much current talk of teaching explores the use of alternative
metaphors to capture the essence of teaching; instead of teachers being thought of as tellers,
we hear about teachers being coaches, guides and collaborators. But one metaphor alone will
not do, for there are times when teachers must and should tell, and other times when teachers

21
should inquire, using their classrooms as laboratories for their own learning (as well as that of
their students). However, because coaches often utilize a broad range of instructional
strategies, let us consider the “teacher as team coach” concept further.

The appeal of “teacher as coach” lies in the fact that coaches support
players as they learn to demonstrate mastery—even excellence—as independent artisans.
Coaches as teachers must help the players to develop foundational knowledge and skill,
provide opportunities for practice, facilitate classroom discourse, and keep an eye on the
structure and timing of a player’s learning. In fact, the teacher-as-coach has been a
predominant metaphor in the work of the Coalition of Essential Schools (Muncey and
McQuillan 1996; Sizer1984).Sometimes referred to as “natural learning,” the learning
involved in team play is often very different from traditional school learning. As Heath
(1991) explained:

Natural learning sites shape the semantic and situational constraints of

reasoning in basic ways. Identifying and solving problems, moving from the known to the
unknown, and creating meaning through reasoning analogically mark everyday reasoning in
situations that integrate individuals into teamwork and depend on guided learning in mixed
age groupings. Like I know how to do things, but not how to, so it’s more fun to play baseball
also because you are active, and there’s fun to do baseball moving around and talk all the
time. Like in school, you’re quiet all the time. In baseball you can talk all you want.[The
coach] taught us to get grounders, like, plant our feet down like this and move down. We
wouldn’t just be, like, learning; he actually has us do that, and he actually gives us ground
balls. Like in teaching, they just tell you how to do it. (Heath 1991, p. 107)

Just as students cannot learn baseball simply by hearing the coach

tell about it, they cannot learn history, science, literature, and other academic disciplines only
by hearing someone tell them about it. They need to do the kind of work that scholars in these
fields do piecing together evidence, understanding the leaps necessary to make inferences,
noting when they have to rely on their own theories of human behaviour. Experiences such as
these help students develop a critical eye, enabling them to become consumers and users of
knowledge. Part of this process involves testing ideas out in public with peers. But to do so,
students like mathematicians or historians will need to learn how to present and discuss their
ideas with others in intellectually productive ways. To allow for the public testing of ideas,
teachers have to create occasions for classroom discourse and act as rudder, keeping the

22
collective discussion and joint work on course. Coaches often have their players consider a
hypothetical episode, making explicit various possible responses. For example, a baseball
coach might ask the team, “What could have happened if Rob had bunted? What about the
man on second?” Then the players might think through various responses and consequences
(Heath 1991). In the same way, a teacher might lead a discussion in which students speculate
on alternative interpretations of a particular piece of literary or historical text (Hartoonian-
Gordon1991; Wine burg 2001). This type of discussion is but one example of how teachers
might make visible to learners not only what is to be known but also how one comes to know
it as a literary scholar or historian.

In addition to helping students learn through doing and

structuring classroom discourse, coaches must do even more. A coach needs to know each
player’s individual talents and craft team strategies that take advantage of those talents.
Central to the task is helping all players accept the value of individual differences. As Heath
noted, “A team cannot expect to have all members at the same level of ability in the same
complex skills.” In much the same way, teachers who believe that knowledge is constructed
and that groups of students and teachers can learn more together than apart must find ways to
construct a community of learners that takes full advantage of the breadth of knowledge and
experience different members bring. According to this image of teaching and learning, the
ideal classroom will no longer be one in which 30 students are always listening to the teacher
or silently working. Part of learning would still involve lecture, drill, and practice, for some
basic knowledge must be routinized so that it will inform interpretation and debate. However,
students would also work in alternative arrangements that is small and large groups talking to
each other, making public their personal knowledge and beliefs, constructing and testing their
knowledge with peers and teachers. To help them, teachers would have to understand when
and how to use different pedagogical approaches. To argue for a more varied, eclectic range
of teaching methods is not to say, “anything goes.” Rather, contemporary learning and
teaching theorists propose quite the opposite. Teachers must systematically consider their
learning goals and their students, the subject matter they want students to learn, and select
pedagogical strategies that will enable student learning. Those strategies ought to be selected
thoughtfully, varied in their approaches, and refined over time through reflection.

23
3.3.1.3 Teaching as Shared Work

Educators have long been interested in how students learn from students as well as from
teachers. Nearly 30 years ago, Schwab (1976) argued for a “community of learners. Several
models for teaching and learning presume that teaching is shared work between students and
teachers (teachers still have responsibility for making sure that students learn). Cooperative
learning, team learning, and reciprocal teaching are but a few examples of the many ways
classroom work can be distributed.

Cooperative learning is broadly defined as an educational opportunity in

which students learn from one another, has taken numerous forms (e.g., Cohen 1994; Johnson
and Johnson 1994; Johnson, Johnson, and Stanne 2000; Kagan1985, 1993; Slavin 1986,
1990). With roots in theories of social interdependence, collaborative learning has been very
successful when implemented well. Slavin (1990) argues that two hallmarks of high-quality
cooperative learning are positive interdependence and individual accountability. Team
learning is closely related to cooperative learning. According to Senge (1990) “team learning
is the process of aligning and developing the capacity of a team to create the results its
members truly desire” (p. 236). Reciprocal teaching is the another form of teaching as shared
work, is a technique used to develop comprehension of text in which teacher and students
take turns leading a dialogue concerning sections of a text. Students are taught to use four
strategies in working through the text: predicting, questioning, summarizing, and clarifying
misleading or complex portions of the text(Brown and Palincsar 1989; Palincsar and Brown
1984).Designed to improve children’s reading comprehension, modifications of reciprocal
teaching have been used to teach poor decoders, second-language learners, and nonreaders,
including adaptations that involved other pedagogies, such as jigsaw (Brown and Campione
1996). Reciprocal teaching draws directly on sociocultural and activity theories of learning
that emphasize the critical role of authentic participation in meaningful, purposeful activities.

It is important to note here that suggesting a reconceptualization of

teaching as including more listening to students, sharing of work, and asking of probing
questions does not mean telling teachers to stop talking or holding the classroom’s center
stage. Some overzealous reformers urge teachers to change their practice radically, implying
that lectures and direct instruction are “bad.” This is no tour intent here; the effectiveness of
inquiring into students’ thinking versus direct instruction is an empirical question yet to be
thoroughly researched. Most good teachers presume that they need to use a broad array of

24
very different instructional strategies depending on whom and what they are trying to teach,
as well as when and where. The reformist ideas we are discussing here propose integrating
more inquiry about students’ thought into teachers’ practices, as well as strategically deciding
when teaching ought to be shared among teachers and their students. Again, our argument is
one of shifting emphasis, not wholesale rejection or acceptance of one ideology or
methodology. Teachers are eclectic by nature and necessity.

3.3.1.4 Teaching Challenging Content

Running throughout contemporary visions of teaching is an assumption that teachers will be

teaching challenging content. International comparisons, including the work of TIMSS
researchers (e.g., Schmidt and others 1996) and Ma(1999), suggest that students in the United
States typically get fed a diet of thin content, “a mile wide and an inch deep,” as Schmidt is
often quoted as saying (e.g., Schmidt, McKnight, and Raizen 1996). Both in survey and
video-tape analyses, TIMSS researchers found that U.S. students were exposed to a
curriculum that was thin and fragment-ed. “The content appears to be less advanced and is
presented in a more piecemeal and prescriptive way” (Stiglerand Hiebert 1999, p. 57). In
snapshot images comparing mathematics lessons in the United States, Germany, and Japan,
these researchers found the distinguishing characteristics of U.S. lessons to be “learning
terms and practicing procedures.” German lessons, which tended to be teacher directed,
focused on “developing advanced procedures.” Japanese lessons emphasized “structured
problem solving” in which Japanese teachers mediated the relation-ship between the students
and the content.

More in-depth analyses of these images examined three indicators of

content: level of difficulty, how extensively content was developed, and coherence. In level
of difficulty, U.S. eighth graders studied topics that students in the other two countries
encountered a year earlier. The nature of the content also differed. Whereas U.S. lessons did
not go beyond the basic definitions and procedures, lessons in the other two countries used
the basics to explore the deeper properties and relationships in mathematics. Regarding the
degree to which content was elaborated, findings indicate that the concepts in U.S. lessons
were simply mentioned or stated, whereas in Japan and Germany concepts were usually
developed and elaborated. Finally, with respect to lesson coherence, the researchers found
that the majority of teachers in all three countries made explicit links between one lesson and

25
another, but only the Japanese teachers routinely linked the parts of a lesson (Stigler and
Hiebert 1999).

Although the United States clearly has a long way to go to meet high national
and international content standards, an important point that is usually lost in the sometimes
heated debates over high standards versus the basics is that even the basics are challenging if
one truly understands them. Consider, as an example, even and odd numbers. Learning even
and odd numbers is an uncontroversial part of the elementary school curriculum. In standards
documents, it might be listed as “students will be able to identify even and odd numbers.”
Although most of us would feel relatively confident in our ability to identify an even number,
there is much more to it than that relatively simplistic statement. Consider three relevant
definitions that are mathematically equivalent:

Fair share: A number Nis even if it can be divided into two (equal) parts with nothing
left over. (Algebraically, N= 2xk;i.e.,k+k.)

Pair: A number N is even if it can be divided into twos (pairs) with nothing left over.
(Algebraically, N= kx2; i.e., 2 + 2 + 2 + ... + 2[kterms].)

Alternating:The even and odd numbers alternate on the (integer) number line. So, starting
with the even number 0 (or 2, if 0makes one uneasy), one gets the even whole numbers from
there by counting up by twos. Note: This is often referred to as the “skip” or “skipping”
method, for children will skip from 1 to 3 to 5 on the number line. As they learn even
numbers, children might ask questions or propose solutions to problems that involve anyone
of these definitions. Children ought to have opportunities to understand the mathematical
operations and concepts that they encounter in ways that go beyond the mere recitation of
rules, procedures, or algorithms. Thus, teachers need to always understand why these three
definitions are mathematically equivalent (i.e., why do they specify exactly the same class of
numbers?). Although teachers may get by with thin content knowledge as long as they
emphasize facts, procedures, and singular right answers, when teachers move toward inquiry
and seek to build on students’ knowledge, they need much deeper content knowledge
regardless of whether they are teaching high-level problem solving or the basics.

To summarize, there is no one right way to teach well. This does not mean that
anything goes, for there are some things we know about teaching. Every teacher needs a
repertoire of instructional strategies that range from methods of direct instruction to
cooperative and small group work to one-on-one work. No single method will work for a

26
given teacher for all students in each subject every day. Whatever method is chosen, teachers
need strong content knowledge to make challenging content understandable and to allow for
ideas to be developed fully and coherently. Teachers needs to weigh their options
thoughtfully, making decisions about what methods and content best meet their goals and the
needs of their students for a given unit of instruction.

3.3.1.5 Teaching as Inquiry

If students are to serve as resources and teachers are to enhance their professional knowledge
constantly, then teaching requires much more inquiry (Duckworth 1987; Lampert 1985, 1990,
2001). We cannot expect teachers to know everything there is to know about the 20- or 30-
oddstudents in each class. In many ways, teachers must act as scientists, investigating
students’ thinking, finding ways to learn about how particular students are actively
constructing their understanding. Teachers must probe students’ understanding, sometimes
even interviewing them about their thoughts and logic. Instead of being mere founts of
knowledge, teachers will also have to become inquirers, asking questions and testing
hypotheses about what their students know and do not know.

In addition to learning about each and every students, teachers need to learn much more
about their subject matter. Shulman (1986, 1987) proposed that teachers possess a particular
kind of subject-matter knowledge pedagogical content knowledge—that allowed them to
understand how to represent knowledge to their students. Pedagogical content knowledge is
born of practice. Although one can learn some things about powerful instructional
representations outside of teaching, most teachers acquire this form of professional
knowledge through teaching. Such learning continues over a lifetime (Feiman-
Nemser2001).Thus, although experienced teachers might have a wealth of accumulated
knowledge from years of work with, say, third graders, there is still much teachers need to
learn about the specific third graders they meet each new year, as well as new things about
the subject matter they are teaching, the pedagogies available to them, and the most powerful
ways to help students interact with that content.

Some would argue that the teachers have always learned from their practice. Yes and no. We
have always asked students questions: “Who wants to write the answer on the board? Who
had trouble with number 8? What’s the capital of Nebraska? Why did Romeo kill himself?”
Seldom, however, have we asked those same students to make public their rationales. With

27
little time and many students, teachers typically do not ask questions such as, “Why do you
think that? What is your rationale for solving the problem in that way? Could you have done
it another way? What do other people think of that answer?” Eager to get on with it, students
and teachers alike are accustomed to short, clipped questions and similarly terse responses,
assuming that the reasons under-lying the responses are self-evident. Similarly, teachers
typically process student work quickly, skimming answers, checking proper responses,
scribbling red-inked comments. Those same teachers seldom share a student’s work with a
colleague, asking questions such as, “What do you think this child was trying to do with this
story?”

Traditional forms of assessment often taking the form of standardized tests have
compounded the problem of learning from one’s students. Instead of “giving students’
reason,” such tests assume one right answer and test the child’s thinking against that standard.
New work in assessment shifts the emphasis and focus away from “right and wrong” answers
toward the collection of data that will help teachers know what students are thinking (Glaser
and Silver 1994).Traditional school organizations only make the situation worse. Schools
have not been organized to support teachers’ learning from their own practice and from one
another. Reformers in the 1980s argued that to support teacher learning, schools would need
to be redesigned so that they were equally well organized and equipped to support student
and teacher learning; hence, the call for professional development schools.
Learning to inquire both in class in the company of one’s students and alone in
personal reflection and outside of class in the company of one’s peers is unnerving and time
consuming; it also requires the development of new knowledge and skill. Knowing how to
listen is a skill to be developed, not an inherited trait granted all teachers, therapists, lawyers,
and doctors. It requires sensitivity to better and worse questions, the capacity to read between
the lines of a student’s response, and use of alternative forms of assessment. Such inquiry
would also require that teachers learn a pedagogy of investigation ( Lampert and Ball 1998),
asking good and researchable questions about their teaching and students’ learning;
strategically documenting their practice through records that can be revisited (e.g., student
work, teacher journals, and videotapes);inviting criticism and debate about one’s teaching;
and participating in communities of practicing teachers (Ball and cohen 1999)
This stance teaching as inquiry will require substantial changes in the culture of
U.S. schools. Recent descriptions of practices in Chinese and Japanese schools, however,
provide us with images of the possible (Shulman1983). Researchers have found that teachers

28
in Japan and Shanghai, for example, participate in study groups and lesson planning groups
designed to improve teaching iteratively over time. In Shanghai, for instance, teachers regu-
larly conduct and write up research they have conducted in their own classrooms. In Japan,
teachers “polish” their lessons over time (Paine 1990; Stigler and Stevenson1991). Japanese
teachers participate in “lesson study,” collaborative groups in which teachers plan, teach,
critique, and revise their lessons (e.g., Fernandez 2003; Fernandez, Cannon, and Chokshi
2003; Lewis and Tsuchida 1998). Lesson-study groups have begun appearing across the U.S.
public school landscape as a professional development activity (e.g., Paterson School 2 in
New Jersey; Viadero2004). Some U.S. universities and other organizations are studying this
approach to instructional improvement and providing information about it. [See NEA
Appendix.]

Other forms of teacher inquiry are also gaining popularity. Cochran-Smith and Lytle (1993,
1999), Zeichner and colleagues (Gore and Zeichner 1995; Zeichner and Noffke 2001), and
others (e. g., Henson 1996; Stenhouse1983) describe the power and potential of a scholarship
created by teachers for teachers. Alternatively called action research, teacher research, self-
study, and a scholarship of teaching, these approaches reflect a growing interest in enabling
practitioners to conduct and report on inquiries into their own and their colleagues’ practices.
This interest not only concerns K–12 schooling but has become a popular topic in higher
education as well, as scholars and the American Association for Higher Education call for a
scholarship of teaching (Boyer 1990; Shulman 1993).

3.4 LEARNING THEORIES

No two students are alike, and the way every person learns will vary according to various
circumstances. Our brains are all unique, and our experiences all contribute to the different
ways we learn. Psychologists have spent countless hours performing tests to better
understand how students learn. Current and aspiring teachers need to have education to be
prepared for teaching students every day. And an important part of teacher education is
understanding different ways of learning. There are many solidified learning theories that
teachers can learn from as they prepare to help students in the classroom. Teachers who
understand learning theories can use different techniques in their classroom to cater to
different kinds of learning. This can help all kinds of students find success in learning.

There are five educational theories that educators can utilize to help them enhance their
classroom and make it a better learning environment for all students.

29
3.4.1 Cognitive learning theory

The cognitive learning theory looks at the way people think. Mental processes are an
important part in understanding how we learn. The cognitive theory understands that learners
can be influenced by both internal and external elements. Plato and Descartes are two of the
first philosophers that focused on cognition and how we as human beings think. Many other
researchers looked deeper into the idea of how we think, spurring more research. Jean Piaget
is a highly important figure in the field of cognitive psychology, and his work focuses on
environments and internal structures and how they impact learning. The cognitive theory has
developed over time, breaking off into sub-theories that focus on unique elements of learning
and understanding. At the most basic level, the cognitive theory suggests that internal
thoughts and external forces are both an important part of the cognitive process. And as
students understand how their thinking impacts their learning and behaviour, they are able to
have more control over it.

The cognitive learning theory impacts students because their

understanding of their thought process can help them learn. Teachers can give students
opportunities to ask questions, to fail, and think out loud. These strategies can help students
understand how their thought process works, and utilize this knowledge to construct better
learning opportunities.

3.4.2 Behaviorism learning theory

The behaviorism learning theory is the idea that how a student behaves is based on their
interaction with their environment. It suggests that behaviors are influenced and learned from
external forces rather than internal forces. Psychologists have been working on the idea of
behaviorism since the 19th century. Behavioral learning theory is the basis for psychology
that can be observed and quantified. Positive reinforcement is a popular element of
behaviorism—classical conditioning observed in Pavlov’s dog experiments suggests that
behaviors are directly motivated by the reward that can be obtained. Teachers in a classroom
can utilize positive reinforcement to help students better learn a concept. Students who
receive positive reinforcement are more likely to retain information moving forward, a direct
result of the behaviorism theory.

30
3.4.3 Constructivism learning theory

The constructivism learning theory is based on the idea that students actually create their own
learning based on their previous experience. Students take what they are being taught and add
it to their previous knowledge and experiences, creating a unique reality that is just for them.
This learning theory focuses on learning as an active process, personal and unique for each
student. Teachers can utilize constructivism to help understand that each student will bring
their own past to the classroom every day. Teachers in constructivist classrooms act as more
of a guide to helping students create their own learning and understanding. They help them
create their own process and reality based on their own past. This is crucial to helping many
kinds of students take their own experiences and include them in their learning.

3.4.4 Humanism learning theory

Humanism is very closely related to constructivism. Humanism directly focuses on the idea
of self-actualization. Everyone functions under a hierarchy of needs. Self-actualization is at
the top of the hierarchy of needs it is the brief moments where you feel all of your needs are
met and that you’re the best possible version of yourself. Everyone is striving for this, and
your learning environment can either move toward meeting your needs or away from meeting
your needs. Teachers can create classroom environments that help students get closer to their
self-actualization. Educators can help fulfill students’ emotional and physical needs, giving
them a safe and comfortable place to learn, plenty of food, and the support they need to
succeed. This kind of environment is the most conducive to helping students learn.

3.4.5 Connectivism learning theory

Connectivism is one of the newest educational learning theories. It focuses on the idea that
people learn and grow when they form connections. This can be connections with each other,
or connections with their roles and obligations in their life. Hobbies, goals, and people can all
be connections that influence learning. Teachers can utilize their connectivism in their
classroom to help students make connections to things that excite them, helping them learn.
Teachers can use digital media to make good, positive connections to learning. They can help
create connections and relationships with their students and with their peer groups to help
students feel motivated about learning.

31
3.5 IMPORTANT THEORIES OF TEACHING

The learning process has been a popular subject for theoretical analysis for decades. While
some of those theories never leave the abstract realm, many of them are put into practice in
classrooms on a daily basis. Teachers synthesize multiple theories, some of them decades-
old, in order to improve their students' learning outcomes. The following theories of teaching
represent some of the most popular and well-known in the field of education.

3.5.1 Multiple intelligence

The theory of multiple intelligence developed by Howard Gardner, depicts that humans can
possess eight different types of intelligence: musical-rhythmic, visual-spatial, verbal-
linguistic, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic. These eight types
of intelligence represent the varied ways individuals process information. The theory of
multiple intelligence transformed the world of learning and pedagogy. Today, many teachers
employ curriculums that have been developed around eight types of intelligence. Lessons are
designed to include techniques that align with each individual student's learning style.

3.5.2 Bloom’s taxonomy

Developed in 1956 by Benjamin Bloom, Bloom’s taxonomy is a hierarchical model of

learning the objectives. The model organizes individual educational tasks, such as comparing
concepts and defining words, into six distinct educational categories: knowledge,
comprehension, application, analysis, synthesis, and evaluation. The six categories are
organized in order of complexity. Bloom's Taxonomy gives educators a common language to
communicate about learning and helps teachers establish clear learning goals for students.
However, some critics contend that the taxonomy imposes an artificial sequence on learning
and overlooks some crucial classroom concepts, such as behavior management.

3.5.3 Zone of proximal development and scaffolding

Lev Vygotsky developed a numerous of pedagogical theories, but two of his most important
classroom concepts are the Zone of Proximal Development and scaffolding. According to
Vygotsky, the Zone of Proximal Development (ZPD) is the conceptual gap between what a

32
student is and is not able to accomplish independently. Vygotsky suggested that the best way
for teachers to support their students is by identifying the Zone proximal development and
working with them to accomplish tasks just beyond it. For example, a teacher might choose a
challenging short story, just outside of what would be easily digestible for the students, for an
in-class reading assignment. The teacher would then provide support and encouragement for
the students to hone their reading comprehension skills throughout the lesson.

The second theory, scaffolding, is the act of adjusting the level of support provided in order
to best meet each child's abilities. For example, when teaching a new math concept, a teacher
would first walk the student through each step to complete the task. As the student begins to
gain an understanding of the concept, the teacher would gradually reduce the support, moving
away from step-by-step direction in favor of nudges and reminders until the student could
complete the task entirely on her own.

3.5.4 Schema and constructivism

Jean Piaget's schema theory suggests that new knowledge with students' existing knowledge,
the students will gain a deeper understanding of the new topic. This theory invites teachers to
consider what their students already know before starting a lesson. This theory plays out in
many classrooms every day when teachers begin lessons by asking their students what they
already know about a particular concept. Piaget's theory of constructivism, which states that
individuals construct meaning through action and experience, plays a major role in schools
today. A constructivist classroom is one in which students learn by doing, rather than by
passively absorbing knowledge. Constructivism plays out in many early childhood programs,
where children spend their days engaged in hands-on activities.

3.5.5 Behaviorism

Behaviorism, a set of theories laid out by B.F. Skinner, suggests that all behavior is a
response to an external stimulus. In the classroom, behaviorism is the theory that students'
learning and behavior will improve in response to positive reinforcement like rewards, praise,
and bonuses. The behaviorist theory also asserts that negative reinforcement — in other
words, punishment — will cause a child to stop undesired behavior. According to Skinner,
these repeated reinforcement techniques can shape behavior and produce improves learning

33
outcomes. The theory of behaviorism is frequently criticized for failing to consider students'
internal mental states as well as for sometimes creating the appearance of bribery or coercion.

3.5.6 Spiral curriculum

In the theory of the spiral curriculum, Jerome Bruner contends that children are capable of
comprehending surprisingly challenging topics and issues, provided that they are presented in
an age-appropriate manner. Bruner suggests that teachers revisit topics annually (hence the
spiral image), adding complexity and nuance every year. Achieving a spiral curriculum
requires an institutional approach to education, in which the teachers at a school coordinate
their curriculums and set long-term, multi-year learning goals for their students.

34
 CHAPTER- 4
DATA ANALYSIS AND INTERPRETATION
4.1 Descriptive Statistical Analysis

The collected data was processed and analysed within the time bounded of the research plan.
The data collected from the 76 samples are analysed carefully and interpretations are made
accordingly. Various types of diagrams are used for this purpose.

TABLE 4.1

TABLE SHOWING GENDER OF THE RESPONDENTS

DETAILS NO OF THE PERCENTAGE

RESPONDENTS
Male 29 38.15
Female 47 61.84
Total 76 100
( Source: primary data)

Table 4.1 indicates that 61.84% of respondents are female and only 38.15% are from male
category.

FIG 4.1

Gender classification

38%
Male
Female
62%

35
 TABLE 4.2

TABLE BASED ON THE AGE OF THE RESPONDENTS

DETAILS RESPONDENTS PERCENTAGE

20-30 14 18.42
31-40 22 28.94
41-50 28 36.84
51-60 12 15.78
Total 76 100
( Source: primary data)

Most of the respondents are from the age category of 41-50. Among the respondents 18.42%
are from the category of 20-30 and 28.94% are from the 31-40 age category. At last the least
respondents are from the age category of 51-60, that is about 12 respondents.

FIG 4.2

Age of the respondents

16% 18%

20-30
31-40
41-50

29% 51-60
37%

36
 TABLE 4.3

TABLE BASED ON TYPE OF COLLEGE

DETAILS RESPONDENTS PERCENTAGE

Government 31 40.78
Self financing 18 23.68
Govt.aided 27 35.5
Total 76 100
(source: primary data)

The data is collected mainly from three types of colleges. Among these 40.78% of
respondents are from the government college whereas 23.68% are from the self financing
college. 35.5% of the respondents are from the teachers of government aided college.

FIG 4.3

Type of college

35%
41% Government
self financing
govt.aided

24%

37
 TABLE 4.4

MOST PREFERRED APPLICATION FOR ONLINE CLASS

DEATILS TOTAL SCORE RANK

Google meet 284 1
Zoom 219 2
Moodle 146 3
Webex 86 4
(Source: primary data)

From this table we are able to findout that most preferred application for online classes by the
teachers are google meet and the very least respondents prefer moodle and webex for online
classes.

FIG 4.4

Preferred application
300

250

200

150

100

50

0
Google meet zoom moodle webwx

38
 TABLE 4.5

MOST PREFERRED DEVICE FOR ONLINE CLASS

DETAILS TOTAL SCORE RANK

Mobile phone 324 1

Tablet 201 4

Pc 276 2

Laptop 261 3

Others 118 5

(source: primary data)

The most preferrable device used by teachers for online class are mobile phones. The least
preferred device among the respondents are tablet and other devices.

FIG 4.5

Preferred device
350

300

250

200

150

100

50

0
Mobile phone Tablet PC laptop others

TABLE 4.6

39
 TYPE OF INTERNET CONNECTION

DETAILS TOTAL SCORE RANK

Mobile data 248 1

Dongle 189 3

Broad band 224 2

Others 97 4

(Source: primary data)

The highly preferred internet connection among the teachers are mobile data and the least
preferred internet connection among the respondents are dongle and various other types of
connections.

FIG 4.6

Type of internet
300

250

200

150

100

50

0
Mobile data Dongle Broadband Others

40
 TABLE 4.7

TABLE SHOWING THE TEACHERS’ DIFFICULTY IN OPERATING APPS

DETAILS RESPONDENTS PERCENTAGE

Not at all 11 14.47
Rarely 21 27.63
Sometimes 32 42.10
Often 12 15.78
Total 76 100
(source: primary data)

During the online classes 15.78% of the teachers are often facing difficulties in operating
various apps. Among the respondents 42.10% category are opining that they are facing
difficulty in operating apps sometimes and 27.63% are rarely facing difficulties. Anyway
14.47% of the respondents are not at all facing any difficulties in operating apps.

FIG 4.7

Teachers' difficulty in operating apps

16% 14%

Not at all
Rarely
Sometimes
28%
Often
42%

41
 TABLE 4.8

TABLE SHOWING THE INTERNET CONNECTION PROBLEMS

DETAILS RESPONDENTS PERCENTAGE

Not at all 13 17.10
Rarely 22 28.94
Sometimes 27 35.52
Often 14 18.42
Total 76 100
(source: primary data)

Table 4.5 indicates that 35.52% of the respondents are facing internet connection problems
during conducting online classes and 18.42% opine that they are often facing problems in
internet connection. 28.94 % of the teachers are very rarely facing problems in internet
connection and 17.10% of the respondents are not at all facing any difficulty in internet
connection.

FIG 4.8

Internet connection problems

18% 17%

Not at all
Rarely
Sometimes
29% Often
36%

42
 TABLE 4.9

CLASSIFICATION OF RESPONDENTS ON THE BASIS OF FACING DIFFICULTY

WITHOUT SEEING STUDENTS FACE

Not at all 11 14.47

Rarely 11 14.47
Sometimes 21 27.63
Often 33 43.42
Total 76 100
(source: primary data)

Most of the respondents(43.42%) are facing difficulty in taking online class without seeing
students face. This table shows that face to face communication is very important in teaching.
Among the respondents category 27.63% are telling that they are facing difficulty sometimes
and 14.47% of the respondents are rarely and another 14.47% of the category opine that they
are not at all facing any difficulty without seeing students face.

FIG 4.9
Chart showing teachers difficulty without seeing students face

20% 21%
Not at all
Rarely
22%
37% Sometimes
Often

43
 TABLE 4.10

CLASSIFICATION OF RESPONDENTS ON THE BASIS OF TAKING CLASSES

THROUGH GOOGLE CLASSROOMS

DETAILS RESPONDENTS PERCENTAGE

Not at all 24 31.57
Rarely 16 21.05
Sometimes 23 30.26
Often 13 17.10
Total 76 100
(source: primary data)

Most of the respondents(31.57%) are not at all taking classes through google classrooms.
Around 30.26% of the respondents are sometimes taking classses through google
classrooms.21.05% category of the respondents are rarely taking classses through google
classrooms and 17.10% of number of teachers are often taking class through google
classrooms.

FIG 4.10

Respondents who take classes through google

classrooms

17.10%

31.57%

30.26% 21.05% Not at all

Rarely
Sometimes
Often

44
 TABLE 4.11

CLASSIFICATION OF RESPONDENTS ON THE BASIS OF PREPARATION OF

POWERPOINT PRESENTATIONS FOR TAKING CLASS

DETAILS RESPONDENTS PERCENTAGE

Not at all 8 10.52
Rarely 9 11.84
Sometimes 30 39.47
Often 29 38.15
Total 76 100
(source: primary data)

This table indicates that most of the respondents(39.47%) are sometimes preparing
powerpoint presentations for taking class and 38.15% are often preparing powerpoint
presentations for conducting classes. Among the respondents 11.84% of the teachers are
rarely preparing presentations for conducting classes and 10.52% of the people are not at all
preparing powerpoint presentations.

FIG 4.11

Respondents who prepare powerpoint

presentations
38.15%
39.47%

10.52% 11.84%

Not at all
Rarely
Sometimes
Often

45
 TABLE 4.12

CLASSIFICATION OF RESPONDENTS ON THE BASIS OF TYPE OF PAPER

DEALING WITH

DETAILS RESPONDENTS PERCENTAGE

Problem paper 10 13.15
Theory paper 26 34.21
Both 40 52.63
Total 76 100
(source: primary data)

Table 4.9 indicates that 52.63% of the respondents are dealing classes with both problem
paper and theory paper. Among the total respondents 34.21% of the teachers are dealing with
theory paper and very limited percentage that is 13.15% of the teachers are only dealing with
problem paper alone.

FIG 4.12

Chart showing the type of paper teachers’ dealing with

52.63%
40
35 34.21%
30
25
20 13.15%
15
10
5
0
Problem paper Theory paper Both

46
 TABLE 4.13

CLASSIFICATION OF RESPONDENTS ON THE BASIS OF WHETHER THEY

FACE DIFFICULTY IN CONVEYING CONCEPTS OF PROBLEM PAPER

DETAILS RESPONDENTS PERCENTAGE

Yes 28 36.84
No 26 34.21
Sometimes 22 28.94
Total 76 100
(source: primary data)

From the table we are able to understand 36.84% of the respondents are facing difficulty in
conveying the concepts of problem paper. 34.21% of teachers doesn’t face any difficulties in
conveying the concepts of problem paper. 28.94% of the respondents are in neutral state
commenting that they are sometimes facing difficulty in conveying the concepts of problem
paper.

FIG 4.13

Respondents facing diificulty in conveying the

concepts of problem paper

40 36.84%
34.21%
20
28.94%

0
Yes
No
Sometimes

47
 TABLE 4.14

TEACHERS’ SATISFACTION REGARDING CONDUCTING ONLINE EXAMS

DETAILS RESPONDENTS PERCENTAGE

Yes 26 34.2
No 50 65.8
Total 76 100
(source: primary data)
Among the total responses 34.2% of the teachers are totally satisfied with conducting online
exams. 65.8% of the respondents are not at all satisfied by conducting online exams.

FIG 4.14

Satisfaction regarding conducting exams

online

34%
Yes
No
66%

48
 TABLE 4.15

TEACHERS’ SATISFACTION REGARDING INFRASTRUCTURE FACILITIES

PROVIDED BY COLLEGE FOR TAKING ONLINE CLASS

DETAILS RESPONDENTS PERCENTAGE

Yes 49 64.5
No 27 35.5
Total 76 100
(source: primary data)

64.5% of the respondents are satisfied with the infrastructure facilities provided by college
for taking online class whereas 35.5% of the respondents are not satisfied with the
infrastructure facilities provided by the college for taking online class.

FIG 4.15

Satisfaction regarding infrastructure facilities

36%
Yes
No
64%

49
 TABLE 4.16

CLASSIFICATION OF RESPONDENTS ON THE BASIS OF HAVING YOUTUBE

CHANNEL OR NOT FOR UPLOADING THEIR CLASSES

DETAILS RESPONDENTS PERCENTAGE

Yes 27 35.52
No 49 64.47
Total 76 100
(source: primary data)

Among the total respondents, 64.47% doesn’t have youtube channel for uploading their
classes and 35.52% of the respondents have youtube channel for uploading their classes.

FIG 4.16

Whether teachers have youtube

channel

36%

Yes
64%
No

50
 TEACHERS’ OPINION REGARDING VARIOUS STATEMENTS

TABLE 4.17

TABLE SHOWING WHETHER STUDENTS JOIN REGULARLY IN CLASSES

DETAILS RESPONDENTS PERCENTAGE

Strongly agree 8 10.52
Agree 19 25
Neutral 25 32.9
Disagree 19 25
Strongly disagree 5 6.6
Total 76 100
(source: primary data)

Only least amount of teachers (10.52%) strongly agree that students join regularly in online
classes and 25% of the respondents agree that students join regularly in online classes.32.9%
of the respondents are in neutral state of mind regarding this statement. 25% of the
respondents disagree to the statement that students are joining regularly in the classes and
very least percent (6.6%) are strongly disagreeing to the statement that students join regularly
to the online classes.

FIG 4.17

Chart showing whether students make delay in

joining class

7% 10%
Strongly agree
25% Agree
25% Neutral
Disagree
Strongly disagree
33%

51
 TABLE 4.18

TABLE SHOWING WHETHER STUDENTS RESPOND IN THE CLASS

DETAILS RESPONDENTS PERCENTAGE

Strongly agree 5 6.6
Agree 24 31.6
Neutral 21 27.6
Disagree 17 22.4
Strongly disagree 9 11.8
Total 76 100
(source: primary data)

Only very least amount of the respondents (6.6%) strongly agree to the statement that
students are responding in the class and 31.6% of the respondents agree to this statement.
27.6% of the respondents are neutral with this statement. 22.4% of the respondents disagree
to the statement that students are responding in the classes and 11.8% of the respondents are
strongly disagreeing to this statement.

FIG 4.18

Chart showing students response in the class

12% 7%

Strongly agree
Agree
22% 31%
Neutral
Disagree
Strongly disagree

28%

52
 TABLE 4.19

TABLE SHOWINGWHETHER STUDENTS ASK DOUBTS DURING CLASS

DETAILS RESPONDENTS PERCENTAGE

Strongly agree 13 17.1
Agree 17 22.4
Neutral 18 23.7
Disagree 19 25
Strongly disagree 9 11.8
Total 76 100
(source: primary data)

Among the total respondents 17.1% of them strongly agree that students are asking doubts
during online class time and 22.4% of the respondents agree to this statement. 23.7% of the
students are having neutral opinion towards this statement. 25% of the respondents are
disagreeing to the statement that students ask doubts in the class and 11.8% of the
respondents are strongly disagreeing to this statement.

FIG 4.19

Chart showing whether students clear doubts

12% 17%
Strongly agree
Agree
25% Neutral
22%
Disagree
Strongly disagree
24%

53
 TABLE 4.20

TABLE SHOWING WHETHER TEACHERS’ CONDUCT ASSIGNMENTS AND

SEMINARS THROUGH ONLINE CLASS

DETAILS RESPONDETS PERCENTAGE

Strongly agree 31 40.8
Agree 18 23.7
Neutral 7 9.2
Disagree 13 17.1
Strongly disagree 7 9.2
Total 76 100
(source: primary data)

From this table we are able to understand that most of the respondents(40.8%) are strongly
agreeing that they conduct assignments and seminars through online and 23.7% of the
respondents agree to this. 9.2% of the respondents are having neutral opinion and another
9.2% of the respondents very strongly disagree to this statement whereas 17.1% of the
respondents are disagreeing to the statement.

FIG 4.20

Chart showing details regarding conducting

assignments and seminars through online

9% Strongly agree
17% Agree
41%
Neutral
9% Disagree
Strongly disagree
24%

54
 TABLE 4.21

TABLE SHOWING WHETHER TEACHERS’ FREE TO TAKE CLASS AT HOME

WITH PROPER ATTENTION

DETAILS RESPONDENTS PERCENTAGE

Strongly agree 22 28.9
Agree 13 17.1
Neutral 16 21.1
Disagree 16 21.1
Strongly disagree 9 11.8
Total 76 100
(source: primary data)

Most of the respondents ( 28.9%) strongly agree that they are free to take class at home with
proper attention without any disturbance. 17.1% of the respondents agree to this statement.
21.1% of the respondents are having neutral opinion towards this statement and another
21.1% of the respondents disagree to this statement. 11.8% of the respondents are strongly
disagreeing to this statement because they don’t feel free to take class with proper attention.

FIG 4.21

Chart showing whether teachers feel free to

take class at home

12%
Strongly agree
29%
Agree
21%
Neutral
Disagree
17% Strongly disagree
21%

55
 TABLE 4.22

TABLE SHOWING WHETHER ENTIRE PORTION COVERED ONLINE ON TIME

DETAILS RESPONDENTS PERCENTAGE

Strongly agree 21 27.6
Agree 13 17.1
Neutral 12 15.8
Disagree 17 22.4
Strongly disagree 13 17.1
Total 76 100
(source: primary data)

Among the total respondents 27.6% of the teachers are strongly agreeing that the entire
portion will be covered online on time. 17.1% of the respondents are agreeing to this
statement. The 15.8% category people are having neutral opinion towards this statement.
22.4% of the teachers are disagreeing to this statement and opine that entire portion willnot
be covered online on time. 17.1% of the respondents are strongly disagreeing to this
statement.

FIG 4.22

Chart showing whether entire portion covered

on time

17%
28% Strongly agree
Agree
Neutral
22%
Disagree
17% Strongly disagree
16%

56
 TABLE 4.23

TABLE SHOWING WHETHER E-LEARNING METHOD REPLACE

CONVENTIONAL METHODS OF TEACHING

DETAILS RESPONDENTS PERCENTAGE

Strongly agree 17 22.4
Agree 16 21.1
Neutral 14 18.4
Disagree 16 21.1
Strongly disagree 13 17.1
Total 76 100
(source: primary data)

22.4% of the respondents are strongly agreeing that E-learning method will replace
conventional methods of teaching. 21.1% of the respondents agee to this statement. 18.4% of
the respondents are having neutral opinion towards this statement and 21.1% of the
respondents are disagreeing tothis statement. 17.1% of the respondents are strongly
disagreeing to this statement.

FIG 4.23

Chart showing whether E-learning method

replace conventional methods or not

17%
22% Strongly agree
Agree
Neutral
21%
Disagree
21%
Strongly disagree
19%

57
 TABLE 4.24

LOW INTERACTION WITH STUDENTS

DETAILS RESPONDENTS PERCENTAGE

Strongly agree 21 27.6
Agree 21 27.6
Neutral 10 13.2
Disagree 17 22.4
Strongly disagree 7 9.2
Total 76 100
(source: primary data)

Around 27.6% of the respondents are strongly agreeing that they have low interaction with
students during online classes and another 27.6% of the teachers agree to this statement.
13.2% of the respondents are having neutral opinion regarding this statement. At last 22.4%
of the respondents are strongly disagreeing to the statement mentioned above.

FIG 4.24

Low interaction with students

9%

28% Strongly agree

22% Agree
Neutral
Disagree
Strongly disagree
13%
28%

58
 TABLE 4.25

INCREASE OF MENTAL STRESS AMONG TEACHERS

DETAILS RESPONDENTS PERCENTAGE

Strongly agree 15 19.7
Agree 21 27.6
Neutral 12 15.8
Disagree 21 27.6
Strongly disagree 7 9.2
Total 76 100
(source: primary data)

19.7% of the respondents strongly agree to the statement that online classes increases the
mental stress among them. Around 27.6% of the respondents agree to this statement. 15.8%
of the teachers have neutral opinion towards this statement. 27.6% of the respondents
diasgree to the statement of increse in mental stress and the remaining 9.2% of them strongly
disagree to this statement.

FIG 4.25

Increase of mental stress

9%
20%
Strongly agree
Agree
28%
Neutral
Disagree
27%
Strongly disagree
16%

59
 TABLE 4.26

TABLE SHOWING WHETHER TEACHERS’ FEEL ONLINE CLASS IS BETTER

BECAUSE THEY CAN TAKE CARE THEIR FAMILY THAN BEFORE

DETAILS RESPONDENTS PERCENTAGE

Strongly agree 19 25
Agree 9 11.8
Neutral 14 18.4
Disagree 12 15.8
Strongly disagree 22 28.9
Total 76 100
(source: primary data)

28.9% of the respondents strongly opine their disagreement towards the statement that
teachers feel online class is better because they can take care their family earlier than before
whereas 25% of the respondents strongly agree to the statement. 18.4% of the respondents
have neutral opinion towards this statement and 15.8% of the respondents are disagreeing to
this statement.

FIG 4.26

Whether teachers feel online class is better or

not

25% Strongly agree

29%
Agree
Neutral
12% Disagree
16% Strongly disagree
18%

60
 TABLE 4.27
ONLINE CLASS OR OFFLINE CLASS

DETAILS RESPONDENTS PERCENTAGE

Online class 20 26.31
Offline class 56 73.68
Total 76 100
(source: primary data)

Most of the respondents around 73.68% opine that offline class is better than online class and
the remaining 26.31% of the respondents are supporting online class.

FIG 4.27

Online class or offline class

26%

Online class
Offline class

74%

61
4.2 Inferential Statistical Analysis

Inferential statistics are used to make inferences about the larger population based on the
sample. Typically , inferential statistics deals with analyzing two or more variables using the
samples. There are different types of inferential statistics that are used. The type of inferential
statistics used depends on the type of variable used for the study.

Kruskal -Wallis Test

The Kruskal-Wallis H test (sometimes also called the "one-way ANOVA on ranks") is a
rank-based nonparametric test that can be used to determine if there are statistically
significant differences between two or more groups of an independent variable on a
continuous or ordinal dependent variable. It is considered the nonparametric alternative to the
one way ANOVA, and an extension of the Mann-Whitney U test to allow the comparison of
more than two independent groups. The test determines whether the medians of two or more
groups are different. Like most statistical tests, you calculate a test statistic and compare it to
a distribution cut-off point.

HO : The problems faced by teachers of aided, government and self financing colleges

are equal.

H1 : The problems faced by teachers of aided, government and self financing colleges

are equal.

TABLE 4.28 Kruskal Wallis Test

Test Statisticsa,b
totalproblems
Chi-Square .066
df 2
Asymp. Sig. .967
(source: spss output)

Here we have used Kruskal Wallis H test in order to check whether there is any significant
difference in the problems faced by the teachers of aided, government and self financing
colleges. As a result of the analysis, we have found that the P value (.967) is greater than the
significance level of 0.05. So we accept null hypothesis(H0). That is there is no significant

62
difference in the problems faced by the teachers of aided, government and self financing
colleges.

HO : There is significant difference in the level of satisfaction among the teachers.

H1 : There is significant difference in the level of satisfaction among the teachers.

TABLE 4.29 Kruskal Wallis Test

Test Statisticsa,b
totalsatisfaction
Chi-Square 1.643
df 2
Asymp. Sig. .440
(source: spss output)

Here also we have used Kruskal Wallis H test in order to check whether there is any
significant difference in the level of satisfaction among the teachers. The analysis result
shows us that the P value(.440) is greater than the significance level of 0.05. so here we
accept null hypothesis(H0). Thus we arrived in to a conclusion that there is no significant
difference in the level of satisfaction among the teachers of various colleges.

63
 CHAPTER-5

FINDINGS, SUGGESTIONS AND CONCLUSIONS

 5.1 FINDINGS

 Most of the respondents are female category, around 61.84% and the remaining are
male category ( 38.15%).
 Around 36.84% of the respondents are from the age category of 41-50 and the least
respondents are from the age category of 51-60.
 The data is collected from 3 types of colleges. 40.78% of the respondents are from the
government college whereas 23.68% are from the self financing college and the
remaining 35.5% of the respondents are from the government aided college.
 The most preferred online application for online classes are google meet.
 The most preferred device for conducting online classes among the teachers are
mobile phones.
 The most widely used type of internet connection for online classes among the
teachers are mobile data.
 Most of the respondents (42.10%) are sometimes facing difficulties in operating apps
during online classes.
 A good number of teachers are facing internet connection problems during online
classes.
 A good number of the respondents are facing difficulty in taking online class without
seeing students face.
 Majority of the respondents are not at all taking classes through google classrooms.
 Majority of the respondents are preparing power point presentations for taking online
classes.
 More than half of the respondents are dealing classes with both theory paper and
problem paper.
 Around 36.84% of the teachers are facing difficulty in conveying the concepts of
problem paper.
 65.8% of the respondents are not at all satisfied with conducting online examinations.
 More than half of the respondents are satisfied with the infrastructure facilities
provided by the college for taking online class.
 Majority of the teachers doesn’t have you tube channel for uploading their online
classes.

64
 Most of the respondents (32.9%) are having a neutral opinion regarding the regular
joining of students in online classes and only very least amount (10.52%) of the
teachers strongly agree that students are joining regularly in the online classes.
 Majority of the respondents are of the opinion that students are responding in the
class.
 Majority of the respondents around 25% opine that students are not asking doubts
during class time.
 We are able to find that most of the teachers are conducting assignments and seminars
through online.
 28.9% of the respondents are free to take class at home without any disturbance with
proper attention. Anyhow 21.1% of the respondents are not free to take classes with
proper attention.
 27.6% of the respondents strongly agree that entire portion will be covered online on
time.
 Majority of the respondents have the opinion that E-learning method will completely
replace the conventional methods of teaching.
 Majority of the respondents agree that they have low interaction with the students
compared to the traditional classes.
 27.6% of the respondents agree that they have undergone the increase of mental stress
due to the online classes and also the same another category of 27.6% of the
respondents doesn’t face any mental stress due to the online classes.
 Most of the respondents prefer online class rather than offline class.

65
 5.2 SUGGESTIONS

 Teachers should be given enough training for getting knowledge regarding various
apps during online class
 It is the responsibility of college authorities to check and ensure perfect internet
connections are available at teachers’ residence or not. If not necessary steps should
be taken by the authorities.
 The difficulties faced by the teachers during online class without seeing students face
can be avoided by suggesting the students to switch on their camera during the whole
class time and can see whether they are listening or not.
 The emerging software technologies such as ‘Test invite’ , ‘Paper shala’, ‘Speed
Exam’ should be used for conducting online classes which is more secure and will
restrict students from various malpractices. Then the satisfaction regarding online
exams from the part of teachers can be improved.
 Teachers should impose strict time regulations for the students to enter in to the class.
 Teachers should utilise the emerging facility of using graphic tablet, digital pen etc…
in order to make the problem paper more clear to the students where the students can
see the calculations of problems more clearly and they are able to understand more
effectively.

66
 5.3 CONCLUSIONS

The implications and effects of the pandemic on education are yet to be known, but they will
surely be more challenging for educators and learners in more fragile and unstable contexts.
Most countries in the world experienced total or partial lockdown which led to the immediate
closure of universities and school. As such, teachers and students had to learn instantly how
to adapt to remote teaching. This has led to dissatisfaction among teachers in colleges.

At the end of the study we are able to understand the various

perceptions of teachers regarding online classes. We are also capable to know that the
problems of teachers during online classes and further prospects of online classes.This
emerging COVID situation had proved that the coming education sector will anyway undergo
online classes and it will definitely replace the traditional methods. So the online education
sector including the teachers need more and more improvement in order to make the online
learning effective. The necessary steps are recommended as suggestions above. It has to be
followed effectively. Anyway the online learning has totally changed the concept of
education. It has also proved that distance education is also possible without face to face
communication and it has also paved the way to success without any hindrance to the
education sector during the COVID-19 situation.

67
 BIBLIOGRAPHY

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between a distance and a traditional graduate accounting class”. Technological
Horizons in Education Journal (T.H.E. Journal), 28(9).
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Professionals”. IADIS International Conference e-Learning 2013, ISBN: 978-972-
8939-88-5, pp 463-465.
 Gorral C. Virginia and Bhati Shyam. (2016). “ Students’ perception on Use of
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92-103.
 Grenzky, J. and Maitland, C. (2001). “Focus on distance education”. Update 7(2).
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 TEACHERS’ PERCEPTION ON ONLINE TEACHING: - PROBLEMS
AND PROSPECTS
Name:-

2. Gender: - Male □ Female □

3. Age:- 20-30□ 30-40□ 40-50□ 50-60□

4. Name of college:-

5. Type of college:- govt.□ self financing □ govt aided □

6. Did you conduct online classes during lockdown period?

Yes□ No□

7. In which section you are conducting online classes?

UG□ PG□ Both□

8. Rank the most preferred application used for taking online class. (all option should have
unique preference, rank 1 indicate highest performance and rank 5 indicate lowest
performance)

1 2 3 4
Google meet
Zoom
Moodle
Webex

70
9. Device used for taking online class. (rank in order of preference. Rank 1 indicates highest
preference and rank 5 indicates lowest preference)

1 2 3 4 5
Mobile
phone
Tablet
PC
Laptop
Others

10. Type of your internet connection( rank 1 indicates highest preference and rank 5
indicates lowest preference)

1 2 3 4

Mobile data

Dongle

Broadband

Others

11. Do you feel difficulty in operating apps while conducting online class?
Not at all □
Rarely □
Sometimes □
often □
12. Do you face shortage of internet data and various other internet connection problems?
Not at all □
Rarely □
Sometimes □
often □

71
13. Do you face shortage of internet data and various other internet data and various other
connection problems?
Not at all □
Rarely □
Sometimes □
Often □
14. Do you ask students to switch on their camera during class time?
Not at all □
Rarely □
Sometimes □
often □
15. Do you face difficulty in taking class without seeing their face?
Not at all □
Rarely □
Sometimes □
often □
16. Do you conduct classes in google classroom?
Not at all □
Rarely □
Sometimes □
often □
17. Do you give assignments or activities to students through google classrooms?
Not at all □
Rarely □
Sometimes □
often □

72
18. Did you conduct exams through online?
Not at all □
Rarely □
Sometimes □
often □
19. Are you satisfied with conducting exams through online?
Yes□
No□
20. Do you go to colleges for taking online classes?
Not at all □
Rarely □
Sometimes □
often □
21. Do the colleges provide enough infrastructure facilities for conducting online classes?
Yes□
No□
22. Do you fix a particular time limit students to enter into the online class?
Yes□
No□
23. Do you prepare power point presentations for taking class?
Not at all □
Rarely □
Sometimes □
Often □
24. Which type of paper you are dealing with, problem paper or theory paper?
Problem paper□
Theory paper □
Both □

73
25. Do you find difficulties in conveying the concepts of problem paper in online class?
Yes □
No □
sometimes□
26. Do you have a youtube channel for uploading your classes that you are dealing with?
Yes□
No□
Answer the following statements( 5- strongly agree, 4- agree, 3- neutral, 2-disagree, 1-
strongly disagree)
27. students join regularly for online classes
1 2 3 4 5
□ □ □ □ □
28. students make delay in joining classes
1 2 3 4 5
□ □ □ □ □

29. students respond in my class

1 2 3 4 5
□ □ □ □ □
30. students ask doubts during class time.
1 2 3 4 5
□ □ □ □ □
31. I conduct assignments and seminars through online
1 2 3 4 5
□ □ □ □ □
32. I am free to take class at home without any disturbance with proper attention.
1 2 3 4 5
□ □ □ □ □
33. Entire portion will be covered online on time
1 2 3 4 5
□ □ □ □ □

74
34. I feel it hard to take class with the same seriousness when compared to conducting
classes in colleges
1 2 3 4 5
□ □ □ □ □
35. E- learning method will replace conventional methods of teaching.
1 2 3 4 5
□ □ □ □ □
36. Low interaction with students
1 2 3 4 5
□ □ □ □ □
37. Increase of mental stress among teachers
1 2 3 4 5
□ □ □ □ □
38. I feel online class is better because I can look after my family with more care than before
1 2 3 4 5
□ □ □ □ □

39. What do you prefer most? Online class-A Offline class-B

A- □
B- □

75