Impact of Online Learning on Students’ Academic Performance: A Comparative Study of Online and Face-to-Face Learning
DOI:
https://doi.org/10.21015/vtess.v13i2.2175Abstract
This study investigates the impact of online learning on students' academic performance in comparison to traditional face-to-face learning, focusing on higher education institutions in Mardan, Khyber Pakhtunkhwa, Pakistan. The COVID-19 pandemic accelerated the shift toward virtual education, yet disparities in technological infrastructure, digital literacy, and instructional methods created challenges for students and educators alike. Employing a mixed-methods approach, the research collected data from 200 undergraduate students through structured questionnaires and interviews to evaluate key indicators such as academic achievement, engagement, motivation, and technological accessibility.Results revealed that face-to-face learners consistently outperformed their online counterparts in terms of GPA, participation, and comprehension. Online learning was significantly hindered by unreliable internet access, limited availability of devices, and insufficient teacher training in digital pedagogy. Furthermore, students reported difficulties in maintaining attention, managing self-directed learning, and engaging with instructors in online environments.The study concluded that while online learning can supplement education during emergencies, it lacks the structural and interpersonal benefits of conventional classroom settings, especially in under-resourced areas like Mardan. It was suggested that using a mix of learning methods, training for teachers and building better digital tools will boost the results of online education.This thesis supports educational policy talks by suggesting ways to close the gap in digital access and enhance student results using online approaches.
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