Assignments for MOED7003 Educational Research

Methodology - JUNE 2023

Assignment 1
LECTURER: DR. ZURAIMY MOHAMED NOORDIN

Title : The effectiveness classroom learning vs online

learning for primary students
CHAPTER 1

By

1. Nurul Hayati Binti Bakar (202305010036)

2. Jacinta Shamani George Samuel (202305010180)
3. Farah Ain Binti Adam (202305010190)
4. Dalila Binti Daud (202305010246)

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Chapter One

Title : The effectiveness classroom learning vs online learning for primary students

Table of Contents

1. Introduction……………………………………………………………….…………3

2. Problem statement..…………………………………………………………….……6

3. Research objectives………………………………………………………………….6

4. Research questions…………………………………………………………………. 7

5. Hypotheses……………….………………………………………………………… 7

6. Significance of the study ………………...………………………………………… 8

7. Limitations of the study……………………………………………………………...8

8. Operational Definition……………………………………………………………….9

9. Summary…………………………………………………………………………….13

10. References …………………………………………………………………………..14

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1. INTRODUCTION

With up to two-thirds of an academic year lost globally on average owing to school closures,

the global education systems were significantly impacted by a succession of subsequent

infection control measures in response to the epidemic of coronavirus disease 2019

(COVID-19). The majority of schools were compelled to arrange for only a small number of

pupils to return each day for in-person lessons or activities, even though schools occasionally

resumed regular operation during the lockdown. To meet the sudden disruptions, educational

institutions had to switch quickly to online instruction to guarantee the students' ongoing

education at this time. In the twenty-first century, online education has become a hot topic.

Online learning is the process of receiving instruction using digital materials. Electronic

devices are used to give this type of education. Online learning is also known as distance

learning, computerised electronic learning, and internet learning. With the advent of online

education, students can now access their course materials whenever they choose. Over the

past 20 years, the development of technology has made education easily accessible at all

levels.

Hurlbut, A.R. (2018) claims that the early stages of remote learning or online learning

necessitated the use of print resources that were emailed or forwarded to students, teachers, or

both. However, according to Finger, G., McGlasson, and Finger (2007), the creation of

e-learning management systems and web resources as a result of technology improvement

changed online education by accelerating the rate at which knowledge may be shared and

assimilated. Videos and live broadcasting are significant components of current developments

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in online learning. This is consistent with Kaltura's (2019) assertion that videos provide for a

more participatory and engaging form of online learning than documents do. Because of this,

there is always a teacher who interacts with students online, communicates with them, and

grades their assignments, tests, and participation in class activities. Virtual reality (VR) and

augmented reality (AR), for example, are projected to become more prevalent in the

e-learning sector in the future, according to The Franklin Institute (2020). Numerous

academic institutions and academics from around the world have studied the efficiency of

online learning over the past few years. However, a seamless transition could be difficult.

Numerous challenges have been faced by students, including a lack of gadgets for online

learning, intermittent internet connectivity, a lack of device technical know-how, schools'

inexperience with online education, and families' lack of financial preparation. Lack of

parental involvement and boredom brought on by poor interpersonal relations. Parents also

voiced concerns about their children's increasing screen time, greater exposure to hazardous

content online, decreased physical activity, and lack of social interaction. Additionally, due to

inadequate training with digital technologies, a lack of ongoing communication with students

to monitor their study habits, and a lack of parental support and aid, teachers encountered

difficulties using online teaching. The challenges made us aware that students would not be

able to receive a rewarding and successful online education. When compared to secondary

school students, primary school pupils are less capable of handling technical issues and other

emergencies on their own and are still working on building self-regulation and attention

control skills. Consequently, primary schools should receive special attention. Online learning

for students, with their wants, challenges, and expectations thoroughly understood. For

younger kids, home learning means that parental support is essential. The sudden switch to

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online learning was difficult and cause for concern due to the inadequate support provided to

the parents, which may have facilitated parental fatigue and negatively impacted online

learning and the wellbeing of the children. Additionally, since the effectiveness of online

education depended on the resources provided by the school, school factors such as

teacher-student contact and students' degree of happiness at school were also investigated.

Traditional or offline learning is another name for what happens in a classroom. Learning is

the process of gaining new information, abilities, preferences, and actions. Building mental

models of the world is an active process that involves engaging with and modifying events.

Learners gain knowledge by interacting, observing, and exploring the world around them. As

a result, it includes utilising existing information. Learning is a social activity that involves

people who engage with the learning environment, according to Bransford, J., et al. (2007). In

the beginning, formal education necessitates that professors and pupils meet in a physical

location known as a classroom. This is so that lessons could not be conducted online using the

technology that were available at the birth of civilisation or formal education. As a result, the

majority of educational publications published before the turn of the century focused on

classroom instruction. Even in developed nations like the UK, China, the US, and others,

classroom learning still predominates, despite the recent rise in popularity of online learning.

There is a calendar or timetable, as well as rules and regulations, that outline how teaching

and learning should be done in the classroom. Classroom learning takes place at schools.

Students must participate actively in the classroom learning process. For teaching and

learning to take place, both teachers and students must be present in the classroom. As a

result, the teacher controls and modifies the flow of knowledge and information. Learning in

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a classroom setting offers a forum for direct communication and face-to-face interaction

between students and teachers, which fosters socialisation between them. Every teacher

should strive to enhance learning by creating a conducive learning environment in the

classroom. However, what each pupil learns ultimately depends on their social and

psychological behaviours and responses.

In summary, this study will examine the potential factors from the viewpoints of primary

school students to find out the effectiveness of online learning vs classroom learning for

primary students.

2. PROBLEM STATEMENT

The problem statement for a comparative study between the effectiveness of online and

offline learning of primary students could be formulated as follows:

The study will explore the impact of online learning, which refers to instruction delivered

through digital platforms and technologies, and offline learning, which encompasses

traditional classroom-based instruction and non-digital educational resources. By comparing

these two approaches, the research aims to provide insights into the most effective learning

methods for lower primary and inform educational practices in the digital age.

3. RESEARCH OBJECTIVE:

The objective of this study is to compare the effectiveness of online and offline learning

methods among Year 5 primary students and determine which approach yields better learning

outcomes, engagement, and overall satisfaction.

The study aims to:

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1. Measure and compare the differences in the learning effectiveness of primary students who

engage in online learning versus those who engage in traditional offline learning methods.

2. Evaluate the levels of engagement and participation exhibited by primary students in online

and offline learning environments.

4. Identify the advantages and disadvantages of online and offline learning from the

perspective of primary students, teachers, and parents/guardians.

5. Provide recommendations and insights for educators, policymakers, and parents/guardians

to enhance the effectiveness of online and offline learning for primary students.

By addressing these objectives, this comparative study aims to contribute valuable insights

into the effectiveness of online and offline learning methods for lower graders, ultimately

informing educational practices and decision-making processes.

4. RESEARCH QUESTIONS :

1. What are the differences in the learning effectiveness between primary students engaged in

online learning versus those engaged in offline learning?

2. What are the factors impacting the effectiveness of online learning versus those engaged in

offline learning?

5. HYPOTHESES

Hypothesis 1: Online learning is more effective than offline learning among lower graders in

terms of knowledge acquisition and retention.

Hypothesis 2: Offline learning is more effective than online learning among lower graders in

terms of social interaction and emotional development.

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Hypothesis 3: The effectiveness of offline and online learning among lower graders depends

on individual learning preferences and aptitudes.

6. SIGNIFICANCE OF THE STUDY

Technological and scientific developments today have greatly evolved the daily routine of

every individual and organisation in the world. To avoid being outdated, we should jointly

leverage the use of technology in every aspect of life. Therefore, students need to equip

themselves with the facts and knowledge to answer questions that are scientific and

technological themes. . The most significant benefit of online learning is its flexibility.

Students can choose any medium for them to learn and how they learn by selecting their own

time, place, who is suitable and comfortable for them to study. This will help to evaluate the

effectiveness of online learning and offline learning in Year 5 Primary Students for future

curriculum and content selection as well as teaching and learning strategies.

7. IMITATIONS OF THE STUDY

Studies have shown that there will be some limitations in conducting this study. The

limitations of the study are centred around the nature of the sample group, student

skills/capacities, and student awareness with online instruction. First, because this is a facility

sample, not a probability, a free variable cant be adjusted for real-world accuracy. Second,

student intelligence and skill level are not to be taken into account when separating

comparison groups. However, this study is limited to the content of the subject, the

pedagogical approaches used by teachers, the interactiveness of lessons and the mechanisms

of assessment, evaluation, and feedback used to assess the effectiveness of students. Before a

pandemic occurred, the learning mode was direct, i.e. physical encounters with students, but

after the occurrence of the pandemics, learning modes were transferred online. This leads to

the fact that students do not have a full learning period. The way online learning can affect

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their response and responses to learning. Most of the studies carried out collected primary

data from students only. So, this future research can draw analogies by collecting data from

both students and teachers.

Finally, there may be a simple awareness problem between both groups of students.

Traditional classroom students who are now taking web-based courses may be surprised by

the technical aspects of this modality. They may not have the necessary preparation or

experience for effective e-learning, thus leading to lower scores (Helms, 2014).

8. OPERATIONAL DEFINITION

8.1. Research Methodology:

Methodology for a Comparative Study between the Effectiveness of Online and Offline

Learning among Lower Graders

8.2. Research Design:

This study will employ a mixed-methods research design, combining quantitative and

qualitative approaches to gather comprehensive data on the effectiveness of online and offline

learning among lower graders. The research design will allow for a more holistic

understanding of the research question and provide triangulation of data for increased validity

8.3. Sample Selection:

The sample will consist of 40 primary students from the same class, carefully selected to

ensure minimal diversity in terms of demographics, socioeconomic backgrounds, and

academic abilities. Random choice of student sampling will not be employed to minimise

selection bias. A sufficient sample size of 40 students for each category will be put through

power analysis to achieve statistically significant results.

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8.4. Group Allocation:

The 40 selected participants will be divided into two groups, 20 each group: an online

learning group and an offline learning group. Each group will consist of students from similar

demographics, socioeconomic backgrounds, and academic abilities. The online group will all

need to be equipped with an internet connection and an electronic device to participate in the

online learning platform. The electronic device will not be standardised as to allow a base of

variations in effectiveness to the learning process and discussion on findings.

A standardised t-test recognised and utilised by the Ministry of Education ( Ujian Akhir

Sekolah Rendah ) will be used to ensure that the groups are comparable in terms of

demographic characteristics and pre-existing academic abilities. The random allocation

process will minimise the impact of confounding variables and increase the internal validity

of the study.

8.5. Data Collection:

a. Quantitative Data:

i. Pre- and Post-tests: Standardised t-tests recognised and utilised by the Ministry of

Education ( Ujian Akhir Sekolah Rendah ) will be administered to both groups before and

after the learning intervention to measure academic performance and assess learning gains.

ii. Surveys: Validated surveys will be used to collect data on student engagement,

motivation, satisfaction, and perceived learning outcomes. Likert scale items and open-ended

questions will be included to capture diverse perspectives.

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 b. Qualitative Data:

i. Interviews: Semi-structured interviews will be conducted with a subset of participants

from both groups to gain in-depth insights into their experiences with online and offline

learning. Interviews will explore aspects such as challenges, preferences, and perceptions of

the effectiveness of each learning modality.

ii. Focus Groups: Group discussions will be conducted with students, teachers, and

parents to gather multiple perspectives on the advantages and disadvantages of online and

offline learning. Focus groups will provide a platform for rich dialogue and the exploration of

shared experiences and opinions.

This research will investigate the feelings and actions of the participants before, during, and

after the lesson in order to determine how well participants learned. These will include the

participants' level of focus while the class is in session, their pleasure of learning, their level

of excitement about the class, their level of knowledge of the instructional content, and their

desire to continue learning about the subject after the session. A Likert scale with five points

was utilised to evaluate the efficiency of the learning process as well as the majority of the

independent factors (see Table 1). The participants will be prompted to declare whether or not

they had particular issues over the course of the lessons so that the environmental obstacles

could be measured.

Data Analysis:

a. Quantitative Analysis: Statistical techniques such as t-tests, ANOVA, and regression

analysis will be employed to analyse the quantitative data. These analyses will examine the

differences in academic performance, engagement, and satisfaction between the online and

offline learning groups.

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 b. Qualitative Analysis: Thematic analysis will be conducted on the interview and focus

group transcripts to identify recurring themes and patterns related to the effectiveness of

online and offline learning. Coding and categorization will be performed, and relevant quotes

will be extracted to support the findings.

Collecting Data and Conducting Analysis

In the first step of the validation process, a face validity assessment will be performed on the

newly constructed questionnaire. In addition, the primary testing of the questionnaire will be

carried out with a group of twenty students who were not involved in the research. In order to

perform a check on the reliability of the scales that were used throughout the research, every

single piece of data that has been gathered will have its value computed. Participants in this

research project will be selected at random from among students in primary 5 in the same

class. First, descriptive statistics will be computed for the participants' demographic

characteristics. These characteristics included participants' gender, level of primary education,

number of siblings, and accommodations. In the second step of the research process, paired

sample t-tests will be carried out to investigate whether or not there will be significant

variations in the educational value of in-person vs online instruction for the same topic. After

that, a multiple regression analysis will be carried out in order to determine the elements that

have a major influence on the efficiency with which students learn from online courses.

Ethical Considerations:

The study will adhere to ethical guidelines, ensuring informed consent from participants

and guaranteeing data protection and privacy. Confidentiality will be maintained throughout

the research process, and any identifiable information will be anonymized.

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9. SUMMARY

This comparative study aims to provide valuable insights into the effectiveness of online and

offline learning for lower graders. By analysing the academic performance, social interaction,

engagement, and preferences of students in both settings, the research will offer guidance for

educators and policymakers in designing age-appropriate and effective learning approaches.

Ultimately, this study seeks to enhance the quality of education and promote optimal learning

experiences for lower graders.

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