“TEACHERS’ PERCEPTION ON ONLINE

TEACHING: PROBLEMS AND PROSPCTS”

Project report submitted to

St. ALOYSIUS’ COLLEGE (AUTONOMOUS),JABALPUR
In partial fulfillment of the requirements for the award of the degree
of
MASTER OF COMMERCE

Submitted by
KM ARCHANA YADAV

Under the Guidance of

DR. KOMAL RAWAT

POST GRADUATE DEPARTMENT OF COMMERCE

ST. ALOYSIUS’ COLLEGE (AUTONOMOUS),JABALPUR
UNIVERSITTY OF RDVV
APRIL 2023
 DECLARATION

We the students of M.Com final year certify that the project

report entitled on “TEACHERS’ PERCEPTION ON ONLINE

TEACHING: PROBLEMS AND PROSPECTS” is a record of

original work done under the guidance of Dr. Komal Rawat and Dr.

Nidhi Rajak. Its my personal and authentic work under the guidance of

Dr. Komal Rawat and Dr. Nidhi Rajak in Department of Commerce.

Place: Jabalpur KM Archana

Yadav

Date:
 CERTIFICATE

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

ON ONLINE  TEACHING: PROBLEMS AND PROSPECTS” by

Ms. Km Archana Yadav 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.

Signature : Signature :

Under the Guidance of External

Examinar

Dr. Komal Rawat

Dr. Nidhi Rajak

 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. G.Vazhan Arasu for his encouragement and for giving
me permission for the study. 
 I am thankful to Dr. Komal Rawat 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
St. Aloysius college(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 :Jabalpur
Date: Km . Archana Yadav
 TABLE OF CONTENTS

SL.NO TITLE PAGE NO

1 List of tables

2 List of figures

3 CHAPTER 1- INTRODUCTION 1-6

4 CHAPTER2-REVIEW OF LITERATURE 7-17

5 CHAPTER 3- THEORETICAL FRAMEWORK 18-39

6 CHAPTER 4- DATA ANALYSIS AND 40-62

INTERPETATION

7 CHAPTER5-FINDINGS,SUGGESTIONS AND 63-67

CONCLUSIONS

8 BIBLIOGRAPHY 68-69

LIST OF TABLES
TABLE TITLE PAGE

NO. NO

4.1 Table showing the gender of the respondents 41

4.2 Table based on the age of the age of the respondents 42

4.3 Table based on the type of college 43

4.4 Most preferred application for online class 44

4.5 Most preferred device for online class 45

4.6 Type of internet connection 46

4.7 Table showing the teachers difficulty in operating apps 47

4.8 Table showing the internet connection problem 48

4.9 Classification of respondents on the basis of facing difficulty 49

without seeing students face

4.10 Classification of respondents on the basis of type of paper 50

dealing with

4.11 Classification of respondents on the basis of type of paper 51

dealing with

4.12 Classification of respondents on the basis of whether they face 52

difficulty in conveying concepts of problem papaer

4.13 Teacher’ satisfaction regarding conducting online exams 53

4.14 Teachers ‘ satisfaction regarding infrastructure facilities 54
provided by college for taking online classes

4.15 Classification of respondents on the basis of having youtube 55

channel or not for uploading their classes

4.16 Table showing whether students join regularly in classes 56

4.17 Table showing whether students respond in the class 57

4..18 Table showing whether students ask doubts during class 58

4.19 Table showing whether teachers ‘ conduct assignments and 59

seminars through online

4.20 Online class or offline class 60

LIST OF FIGURES

FIG TITLE PAGE NO

NO
4.1 Gender classification 41

4.2 Age of the respondents 42

4.3 Type of college 43

4.4 Preferred application 44

4.5 Preferred device 45

4.6 Teachers difficulty in operating apps 46

4.7 Internet connection problems 47

4.8 Chart showing teachers difficulty without seeing 48

students face

4.9 Respondents who take classes through google 49

classrooms

4.10 Respondents who prepare power point presentations 50

4.11 Charts showing the type of paper teachers are dealing 51

4.12 Respondent facing difficulty in conveying the 52

concepts of problem paper

4.13 Satisfaction regarding conducting exams online 53

4.14 Satisfaction regarding infrastructure facilities 54

4.15 Whether teacher have you tube channel 55

4.16 Chart showing whether student make delay in joining 56

classes

4.17 Chart showing students response in the class 57

4.18 Chart showing whether students clear doubts 58

4.19 Chart showing details regarding conducting 59

 assignments and seminars through online

4.20 Online class or offline class 60

 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 (WorldThe 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 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.

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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 2020-21. 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 St. Aloysius College, Awadhoot Bhagwan
Ram P.G college uttar pradesh and Kanpur Institute of Technology , Obera
government degree college and Bhau Rao Deoras Rajkiya Mahavidyalaya ,
during 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

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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 accepting it, as a substitute to

3
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 indai. So 
representative sample was drawn for the purpose of the study. 

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1.7.1 Sample population 

The population for the study is the teachers of Obera government degree collge,
,Awadhoot Bhagwan Ram P.G collge uttar pradesh in which government aided
and St. Aloysius’s college which is self financing college.

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

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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 

 The study is limited to only 5 colleges.

 The research study was conducted within a limited duration of
time . So a detailed and comprehensive study could not be
made.

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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

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 CHAPTER-2
REVIEW OF LITERATURE

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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.

9
 Its primary goal was to understand teachers’ experiences with mandated
online schooling. Related goals included gathering information about teacher
preparedness,  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’. 

10
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 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. 

11
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 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

12
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 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. 

13
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-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. 

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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 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. 

15
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. 

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. 

16
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.
 
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

17
towards higher ratings, as well as a greater dispersion of results regarding the
case of proctored environment

CHAPTER-3
THEORETICAL FRAMEWORK

18
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. 

19
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 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

20
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.

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

21
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 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 

22
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.

3.3.1.1 Teaching as Intellectual Work  

23
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.  

24
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 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
25
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 

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

26
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 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,

27
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.

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

28
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 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. 

29
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 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
30
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 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 

31
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 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?” 

32
  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 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.]  

33
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.

3.4.1 Cognitive learning theory 

34
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.

35
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 

36
 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.

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 

37
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 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

38
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 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 

39
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.

40
 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 RESPONDENTS PERCENTAGE

Male 27 35.5

Female 49 64.5

Total 76 100

41
(Source: primary data)

Table 4.1 indicates that 64.5 % of respondents are female and only 35.5% are from male
category.

FIG 4.1

TABLE 4.2 

TABLE BASED ON THE AGE OF THE RESPONDENTS 

DETAILS  RESPONDENTS  PERCENTAGE

20-30  16 21.1

31-40  22  28.9

41-50  26 34.2

51-60  12  15.8

Total  76  100

(Source of primary data)

Most of the respondent are from the age category of 41-50 .Among the
respondents 21.1% are from the category of 20-30 and 28.9% are from the 31-

42
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

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)

43
The data is collected mainly from three types of colleges .Among these 40.78%
of respodents 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

TABLE 4.4 

MOST PREFERRED APPLICATION FOR ONLINE CLASS 

DEATILS  TOTAL SCORE  RANK

Google meet  45(59.2%) 1

Zoom  25(32.9%) 2

Moodle  3(3.9%) 3

Webex  3(3.9%) 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

44
 Preferred application

TABLE 4.5 

MOST PREFERRED DEVICE FOR ONLINE CLASS 

DETAILS  TOTAL SCORE  RANK

Mobile phone  15(19.7) 1

Tablet  32(42) 4

Pc  2(2.6) 2

Laptop  20(26.3) 3

Others  7(9.2) 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 

45
 Preferred device

TABLE 4.6

TABLE SHOWING THE TEACHERS’ DIFFICULTY IN

OPERATING APPS 
DETAILS  RESPONDENTS  PERCENTAGE

Not at all  11  14.5

Rarely  20  26.3

Sometimes  33  43.4

Often  12  15.8

Total  76  100

46
 (source: primary data) 

During the online classes 15.8% of the teachers are often facing difficulties
in operating  various apps. Among the respondents 43.4% category are
opining that they are facing  difficulty in operating apps sometimes and
26.63% are rarely facing difficulties. Anyway  14.5% of the respondents
are not at all facing any difficulties in operating apps. 
FIG 4.6
Teachers’difficulty in operating apps

TABLE 4.7 

TABLE SHOWING THE INTERNET CONNECTION

PROBLEMS 
DETAILS  RESPONDENTS  PERCENTAGE

Not at all  14  18.4

Rarely  21  27.6

Sometimes  27  35.5

Often  18  18.4

Total  76  100

 (source: primary data) 

47
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 4.7

Internet connection problems

  TABLE 4.8

CLASSIFICATION OF RESPONDENTS ON THE BASIS OF

FACING DIFFICULTY  WITHOUT SEEING STUDENTS
FACE 

Not at all  10 13.2

Rarely  12  15.8

Sometimes  21  27.6

Often  33  43.4

Total  76  100

(source: primary data) 

48
Most of the respondents(43.4%) 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 27.6% are telling that they are facing difficulty
sometimes  and 15.8% of the respondents are rarely and another 13.2% of the category opine
that they  are not at all facing any difficulty without seeing students face. 

FIG 4.8

Chart showing teachers difficulty without seeing student face

TABLE 4.9 

CLASSIFICATION OF RESPONDENTS ON THE BASIS

OF TAKING CLASSES  THROUGH GOOGLE
CLASSROOMS 
DETAILS  RESPONDENTS  PERCENTAGE

Not at all  24  31.6

Rarely  13  17.1

Sometimes  25  32.9

Often  14  18.4

Total  76  100

(source: primary data)

49
Most of the respondents(32.9%) are sometimes taking classes through google
classrooms.  Around 31.6% of the respondents are not at all taking classses through
google  classrooms.18.4% category of the respondents are often taking classses through
google  classrooms and 17.10% of number of teachers are rarely taking class through
google  classrooms.

FIG 4.9

Respondents who take classes through google classrom

TABLE 4.10 

CLASSIFICATION OF RESPONDENTS ON THE BASIS

OF PREPARATION OF  POWERPOINT PRESENTATIONS
FOR TAKING CLASS
 
DETAILS  RESPONDENTS  PERCENTAGE

Not at all  8  10.5

Rarely  9  11.8

Sometimes  32 42.1

Often  27  35.5

50
 Total  76  100
 (source: primary data) 

This table indicates that most of the respondents(42.1%) are sometimes preparing 
powerpoint presentations for taking class and 35.5% are often preparing powerpoint 
presentations for conducting classes. Among the respondents 11.8% of the teachers are 
rarely preparing presentations for conducting classes and 10.5% of the people are not at
all  preparing powerpoint presentations. 

FIG 4.10

Respondents who take classes through google classrooms

TABLE 4.11

CLASSIFICATION OF RESPONDENTS ON THE BASIS

OF TYPE OF PAPER  DEALING WITH 
DETAILS  RESPONDENTS  PERCENTAGE

Problem paper  10  13.2

Theory paper  20 26.3

Both  46 60.5

Total  76  100

 (source: primary data) 

51
Table 4.12 indicates that 60.5% of the respondents are dealing classes with both problem 
paper and theory paper. Among the total respondents 26.3% of the teachers are dealing with 
theory paper and very limited percentage that is 13.2% of the teachers are only dealing with 
problem paper alone. 

FIG 4.11

Chart showing the type of paper teachers ‘ dealing with

TABLE 4.12 

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

52
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 4.12

Respondents facing difficulty in conveying the concepts of problem paper

TABLE 4.13 

TEACHERS’ SATISFACTION REGARDING CONDUCTING

ONLINE EXAMS 

DETAILS  RESPONDENTS  PERCENTAGE

Yes  26  34.2

No  50  65.8

Total  76  100

 (source: primary data) 

53
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 4.13
Satisfaction regarding conducting exams online

TABLE 4.14

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) 

54
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 4.14

Satisfaction regarding infrastructure facilities

TABLE 4.15

CLASSIFICATION OF RESPONDENTS ON THE BASIS OF

HAVING YOUTUBE CHANNEL OR NOT FOR
UPLOADING THIR CLASSES

DETAILS  RESPONDENTS  PERCENTAGE

Yes  27  35.52

No  49  64.47

Total  76  100

 (source: primary data) 

55
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 4.15

Whether teachers have youtube channel

TEACHERS’ OPINION REGARDING VARIOUS STATEMENTS

TABLE 4.16

TABLE SHOWING WHETHER STUDENTS JOIN

REGULARLY IN CLASSES 
DETAILS  RESPONDENTS  PERCENTAGE

Strongly agree  6 7.9

Agree  18  23.7

Neutral  28  36.8

Disagree  19  25

56
 Strongly disagree  5  6.6

Total  76  100

 (source: primary data) 

Only least amount of teachers (7.9%) strongly agree that students join regularly in online 
classes and 23.7% of the respondents agree that students join regularly in online
classes.36.8%  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 4.16

Chart showing whether student make delay in joining class

TABLE 4.17

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

57
 (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.417

Chart showing students response in the class

TABLE 4.18 

TABLE SHOWINGWHETHER STUDENTS ASK DOUBTS

DURING CLASS 
DETAILS  RESPONDENTS  PERCENTAGE

Strongly agree  5 6.6

Agree  19 25

Neutral  24  31.6

Disagree  19  25

Strongly disagree  9  11.8

58
 Total  76  100
(source: primary data) 

Among the total respondents 6.6.1% of them strongly agree that students are asking
doubts  during online class time and 25% of the respondents agree to this statement.
31.6% 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 4.18

TABLE 4.19 

TABLE SHOWING WHETHER TEACHERS’ CONDUCT

ASSIGNMENTS AND  SEMINARS THROUGH ONLINE
CLASS 
DETAILS  RESPONDETS  PERCENTAGE

Strongly agree  5  6.6

Agree  19  25

Neutral  24  31.6

Disagree  19  25

59
 Strongly disagree  9 11.8

Total  76  100

 (source: primary data) 

From this table we are able to understand that most of the respondents(6.6%) are
strongly  agreeing that they conduct assignments and seminars through online and 25.7%
of the  respondents agree to this. 31.6% of the respondents are having neutral opinion and
another  25% of the respondents very strongly disagree to this statement whereas 11.8%
of the  respondents are disagreeing to the statement.  
FIG 4.19
Chart showing details regarding conducting assignments and seminars through online

TABLE 4.20
ONLINE CLASS OR OFFLINE CLASS 
DETAILS  RESPONDENTS  PERCENTAGE

Online class  20  26.31

Offline class  56  73.68

Total  76  100

(source: primary data) 

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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 4.20

Online class or offline class

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

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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 4.21 Kruskal Wallis Test 

Test Statistics a,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 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 4.22 Kruskal Wallis Test 

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 Test Statistics a,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. 

CHAPTER-5
FINDINGS , SUGGESTIONS AND CONCLUSIOUS
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 5.1 FINDINGS
 Most of the respondents are female category, around 64.5%
and the remaining are  male category ( 35.5%). 

 Around 34.2% 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. 
 Most of the respondents (43.4%) are sometimes facing
difficulties in operating apps  during online classes. 

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  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.

⮚ 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.  
⮚ Most of the respondents prefer online class rather than offline
class. 

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 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 connection 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.

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  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
calculation of problems more clearly and they are able to
understand more effectively.

5.3 CONCLUSIONS
The implications and effects of the pandemic on education are yet to
be knows , 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 , teacher and
student 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 perception of teachers regarding online classes. We are also
capable to know that the problem of teachers during online classes
and further prospect 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 teacher need
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more and more improvement in order to make the online learning
effectively. 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 sityation.

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