Volume 14 No 1 (2022): International Journal of Early Childhood Special Education

IMPACT OF THE ONLINE LEARNING TECHNIQUES ON STUDENTS’ CUMULATIVE GRADE POINTS


Aqsa Zahid, Khalid Mahmood Ch., Ijaz Ashraf, Muhammad Usman, Hammad Razaa,Imran Riaz, Muhammad Adnan Aslam, Shahid Iqbal, Muhammad Salman , Khaleel Ahmad, Ayesha Riaz, Adeela Manzoor, Naima Nawaz

DOI: 10.9756/INT-JECSE/V14I1.383

Keywords: online learning, personality, learning ability, Covid-19, communication


Abstract

When COVID-19 prevailed, the educational system was shifted to online rather than traditional to facilitate the learning process. This study aimed at exploring the impacts of online learning techniques on the students' Cumulative Grade Point Average (CGPA). A total of 155 randomly selected students currently studying M. Phill education at the University of Agriculture Faisalabad, Pakistan participated in this study. Data were collected through validated, pre-tested and reliable questionnaires. Collected data were analyzed using Statistical Package for Social Sciences (SPSS). Findings unveiled that online learning techniques improved the learning abilities, personality traits and teaching styles as perceived by the respondents which further improved the CGPA of students. Within the effects on learning abilities, enabling students to judicious use of technology, multimedia, observation and clearing the concepts were major improvements which helped students to attain an increase in CGPA. As for as effects on personality traits were concerned, social interaction enhanced communication skills and improvement in understanding, social skills and confidence led the students to get high CGPA. Moreover, online learning improved the teaching styles by integrating video lectures, immediate results assessment and easy access to the technology were key drivers of the increase in CGPA. This study suggested a hybrid educational system at the University of Agriculture Faisalabad for effective learning in students.

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Volume 14 No 1 (2022): International Journal of Early Childhood Special Education

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Research Articles

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