Research Article

A comparative study of pupils’ performance during online and face-to-face learning in under resourced secondary schools of Bulawayo, Zimbabwe

Desmond Mwembe 1 * , Thelma Chari 1
More Detail
1 National University of Science and Technology, Bulawayo, ZIMBABWE* Corresponding Author
International Journal of Professional Development, Learners and Learning, 5(1), January 2023, ep2307, https://doi.org/10.30935/ijpdll/13021
Submitted: 02 November 2022, Published: 03 March 2023
OPEN ACCESS   1709 Views   654 Downloads
Download Full Text (PDF)

ABSTRACT

Onset of COVID-19 early 2020 disrupted learning in public and private schools of Zimbabwe. The traditional face-to-face lesson delivery method was no longer feasible due to lockdowns. The purpose of this research was to establish whether or not performance in under-resourced schools was affected. The research compares performance of learners prior to and during COVID-19 period in arts, commercial and science subjects. A simple random sampling method was used to collect primary data from advanced level students, teachers and other stakeholders using questionnaires. Secondary data on performance of learners was collected randomly from reports from public schools within Bulawayo. Evaluation of structural associations between learning areas, teaching methods and subject areas were analysed using loglinear models. Findings of the research show that arts and commercial subjects could be taught online without statistically significant changes in the odds of passing these learning areas. While science subjects had statistically significant changes in the odds of passing these learning areas when a shift from face-to face to online learning was made. Girl child was the most affected. It is recommended that for science subjects, mixture of online learning and face-to-face lessons be considered.

CITATION (APA)

Mwembe, D., & Chari, T. (2023). A comparative study of pupils’ performance during online and face-to-face learning in under resourced secondary schools of Bulawayo, Zimbabwe. International Journal of Professional Development, Learners and Learning, 5(1), ep2307. https://doi.org/10.30935/ijpdll/13021

REFERENCES

  1. Adarkwah, M. A. (2021). “I’m not against o nline teaching, but what about us?”: ICT in Ghana post COVID-19. Education and Information Technologies, 26(2), 1665-1685. https://doi.org/10.1007/s10639-020-10331-z
  2. Almaiah, M. A., Al-Khasawneh, A., & Althunibat, A. (2020). Exploring the critical challenges and factors influencing the e-learning system usage during COVID-19 pandemic. Education and Information Technologies, 25(6), 5261-5280. https://doi.org/10.1007/s10639-020-10219-y
  3. Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary school mathematics teachers’ views on e-learning implementation barriers during the COVID-19 pandemic: The case of Indonesia. EURASIA Journal of Mathematics, Science and Technology Education, 16(7), em1860. https://doi.org/10.29333/ejmste/8240
  4. Ana, A., Minghat, A. D., Purnawarman, P., Saripudin, S., Muktiarni, M., Dwiyanti, V., & Mustakim, S. S. (2020). Students’ perceptions of the Twists and turns of e-learning in the midst of the COVID-19 outbreak. Revista Românească pentru Educaţie Multidimensională [Romanian Journal for Multidimensional Education], 12(1), 15-26. https://doi.org/10.18662/rrem/12.1sup2/242
  5. Andersen, S., Leon, G., Patel, D., Lee, C., & Simanton, E. (2022). The impact of COVID-19 on academic performance and personal experience among first-year medical students. Medical Science Educator, 32, 389-397. https://doi.org/10.1007/s40670-022-01537-6
  6. Bankole, O. M. (2022). Perceptions towards adoption of online learning under COVID-19 pandemic among library and information science students. European Journal of Interactive Multimedia and Education, 3(2), e02210. https://doi.org/10.30935/ejimed/12271
  7. Barrot, J. S., Llenares, I. I., & Del Rosario, L. S. (2021). Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies, 26(6), 7321-7338. https://doi.org/10.1007/s10639-021-10589-x
  8. Baticulon, R. E., Sy, J. J., Alberto, N. R. I., Baron, M. B. C., Mabulay, R. E. C., Rizada, L. G. T., Tiu, C. J. S., Clarion, C. A., & Reyes, J. C. B. (2021). Barriers to online learning in the time of COVID-19: A national survey of medical students in the Philippines. Medical Science Educator, 31(2), 615-626. https://doi.org/10.1007/s40670-021-01231-z
  9. Berger, M., Kuang, M., Jerry, L., & Freund, D. (2022). Impact of the coronavirus (COVID-19) pandemic on public and private elementary and secondary education in the United States (preliminary data): Results from the 2020-21 national teacher and principal survey (NTPS). First look. NCES 2022-019. National Center for Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2022019
  10. Bryson, J. R., & Andres, L. (2020). COVID-19 and rapid adoption and improvisation of online teaching: Curating resources for extensive versus intensive online learning experiences. Journal of Geography in Higher Education, 44(4), 608-623. https://doi.org/10.1080/03098265.2020.1807478
  11. Castro, M. D. B., & Tumibay, G. M. (2021). A literature review: Efficacy of online learning courses for higher education institution using meta-analysis. Education and Information Technologies, 26(2), 367-1385. https://doi.org/10.1007/s10639-019-10027-z
  12. Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22. https://doi.org/10.1177/0047239520934018
  13. Dzinamarira, T., & Musuka, G. (2021). The paradox of re-opening schools in Zimbabwe in the COVID-19 era. Public Health in Practice (Oxford, England), 2, 100070. https://doi.org/10.1016/j.puhip.2020.100070
  14. Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 86. https://doi.org/10.3390/soc10040086
  15. Giusti, L., Mammarella, S., Salza, A., Vecchio, S.D., Ussorio, D., Casacchia, M., & Roncone, R. (2021). Predictors of academic performance during the COVID-19 outbreak: Impact of distance education on mental health, social cognition and memory abilities in an Italian university student sample. BMC Psychology, 9, 142. https://doi.org/10.1186/s40359-021-00649-9
  16. Haider, S. A., Gul, A., Anwar, B., Tehseen, S., & Iqbal, S. (2021). The impacts of the COVID-19 outbreak on the education sector: Evidence from Pakistan. In M. W. Bari, & E. Alaverdov (Eds.), Impact of infodemic on organizational performance (pp. 311-328). IGI Global. https://doi.org/10.4018/978-1-7998-7164-4.ch018
  17. Hashemi, A. (2021a). Effects of COVID-19 on the academic performance of Afghan students’ and their level of satisfaction with online teaching. Cogent Arts & Humanities, 8(1), 1933684. https://doi.org/10.1080/23311983.2021.1933684
  18. Hashemi, A. (2021b). Online teaching experiences in higher education institutions of Afghanistan during the COVID-19 outbreak: Challenges and opportunities. Cogent Arts & Humanities, 8(1), 1947008. https://doi.org/10.1080/23311983.2021.1947008
  19. Howard, T. O., Winkelmes, M. A., & Shegog, M. (2020). Transparency teaching in the virtual classroom: Assessing the opportunities and challenges of integrating transparency teaching methods with online learning. Journal of Political Science Education, 16(2), 198-211. https://doi.org/10.1080/15512169.2018.1550420
  20. Iglesias-Pradas, S., Hernández-García, Á., Chaparro-Peláez, J., & Prieto, J. L. (2021). Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study. Computers in Human Behavior, 119, 106713. https://doi.org/10.1016/j.chb.2021.106713
  21. Jovanovic, J., Mirriahi, N., Gašević, D., Dawson, S., & Pardo, A. (2019). Predictive power of regularity of pre-class activities in a flipped classroom. Computers & Education, 134, 156-168. https://doi.org/10.1016/j.compedu.2019.02.011
  22. Korkmaz, G., & Toraman, C. (2020). Are we ready for the post-COVID-19 educational practice? An investigation into what educators think as to online learning. International Journal of Technology in Education and Science, 4(4), 293-309. https://doi.org/10.46328/ijtes.v4i4.110
  23. Mahdy, M. A. (2020). The impact of COVID-19 pandemic on the academic performance of veterinary medical students. Frontiers in Veterinary Science, 7, 594261. https://doi.org/10.3389/fvets.2020.594261
  24. Maphosa, V. (2021). Teachers’ perspectives on remote-based teaching and learning in the COVID-19 era: Rethinking technology availability and suitability in Zimbabwe. European Journal of Interactive Multimedia and Education, 2(1), e02105. https://doi.org/10.30935/ejimed/9684
  25. Muthuprasad, T., Aiswarya, S., Aditya, K. S., & Girish, K. J. (2021). Students’ perception and preference for online education in India during COVID-19 pandemic. Social Sciences & Humanities Open, 3, 100101. https://doi.org/10.1016/j.ssaho.2020.100101
  26. Mwembe, D., Zulu, I. L., & Mdlongwa, P. (2022). Needs assessment for facilitators in teaching of STEM subjects in under-resourced rural schools: Case of Lupane and Hwange Districts in Zimbabwe. International Journal of Professional Development, Learners and Learning, 4(1), ep2202. https://doi.org/10.30935/ijpdll/11666
  27. Nhongo, R., & Tshotsho, B. P. (2021). The shortcomings of emergency remote teaching in rural settings of Zimbabwe during COVID-19 school closures: Lessons from China’s experience. Africa’s Public Service Delivery and Performance Review, 9(1), a482. https://doi.org/10.4102/apsdpr.v9i1.482
  28. Patra, S. K., Sundaray, B. K., & Mahapatra, D. M. (2021). Are university teachers ready to use and adopt e-learning system? An empirical substantiation during COVID-19 pandemic. Quality Assurance in Education, 29(4), 509-522. https://doi.org/10.1108/QAE-12-2020-0146
  29. Plan International. (2021). Girls say education is area of life most affected by COVID-19. https://plan-international.org/news/2021/05/10/girls-say-education-is-area-of-life-most-affected-by-covid-19/
  30. Sadeghi, M. (2019). A shift from classroom to distance learning: Advantages and limitations. International Journal of Research in English Education, 4(1), 80-88. https://doi.org/10.29252/ijree.4.1.80
  31. Serhan, D. (2020). Transitioning from face-to-face to remote learning: Students’ attitudes and perceptions of using Zoom during COVID-19 pandemic. International Journal of Technology in Education and Science, 4(4), 335-342. https://doi.org/10.46328/ijtes.v4i4.148
  32. Silalahi, T. F., & Hutauruk, A. F. (2020). The application of cooperative learning model during online learning in the pandemic period. Budapest International Research and Critics Institute-Journal, 3(3), 1683-1691. https://doi.org/10.33258/birci.v3i3.1100
  33. Simamora, R. M. (2020). The Challenges of online learning during the COVID-19 pandemic: An essay analysis of performing arts education students. Studies in Learning and Teaching, 1(2), 86-103. https://doi.org/10.46627/silet.v1i2.38
  34. Simpson, O. (2018). Supporting students in online, open and distance learning. Routledge. https://doi.org/10.4324/9780203417003
  35. Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, 33(4), 289-306. https://doi.org/10.1080/08923647.2019.1663082
  36. Ullah, H., & Ali, J. (2021). Impact of COVID-19 pandemic on the schooling of public and private school students in Pakistan. Education, 3(13), 1-10. https://doi.org/10.1080/03004279.2021.1931917
  37. Verma, J., Sood, K., & Grima, S. (2021). Factors affecting Indian parents’ adoption of online learning applications for their children. Review of International Geographical Education Online, 11(9), 1328-1338.
  38. Whitley, J., Beauchamp, M. H., & Brown, C. (2021). The impact of COVID-19 on the learning and achievement of vulnerable Canadian children and youth. Facets, 6(1), 1693-1713. https://doi.org/10.1139/facets-2021-0096
  39. Yu, Z. (2021). The effects of gender, educational level, and personality on online learning outcomes during the COVID-19 pandemic. International Journal of Educational Technology in Higher Education, 18(1), 1-17. https://doi.org/10.1186/s41239-021-00252-3
  40. Zinyemba, L., Nhongo, K., & Zinyemba, A. (2021). COVID-19 induced online learning: The Zimbabwean experience. African Journal of Social Work, 11(4), 223-230.