Introduction and Literature Review
Today, we are faced with the COVID-19 Pandemic that has forced individuals to avoid closer interaction with one another. Therefore, students’ and teachers’ interaction in class is bound to change, affecting the normal learning process. According to Yilmaz (2015), there are advantages that students derive from interacting in the classroom, which includes practical lessons that are easy for students to remember and relate in real-life applications. Nonetheless, the concept of classroom learning has been affected by the Pandemic leading to the introduction of Virtual learning. Virtual learning limits students’ and classes’ engagement, limiting the cognitive development of children (Bigne et al., 2018). Also, virtual learning does not account for students with special needs who require attention and superior handling. Therefore, children with special needs are bound to lag in the learning process. Furthermore, children from poor backgrounds may be unable to access the necessary resources required in Virtual learning—for Example, a computer, a strong internet connection, and a conducive working environment.
Problem statement
Virtual learning may not be sufficient for enhancing the children’s learning process and may lead to poor performance. Virtual learning is still being experimented with within many institutions. The parents may lack the financial muscles of providing the students with all the necessary materials necessary to enhance the learning experience.
Research Hypothesis
Virtual learning does not affect the performance of the children.
Teachers and students prefer Virtual learning to the Normal classroom environment.
Virtual learning does not affect class attendance rate.
Methods
I would take a quantitative approach in determining the impact of virtual learning on students’ performance. The research will utilize a sample of ten students who are primarily studying in a virtual classroom, ten students who have resumed classes yet still use the virtual platform, and five students who have special needs. The study will utilize the collaborations of the school and the teachers in the determination of the success level of virtual learning.
Firstly, the class attendance data will be recorded for two months, before the virtual learning began and after the use of virtual education. Thus the data will demonstrate the inconveniences that may arise due to virtual learning, affecting class attendance or seminar attendance online. The students will also be asked to explain why they never attend some virtual classes, classifying the reasons for power failure, low internet connection, lack of computer, noisy environment, or other factors specified. If the seminar and class attendance are higher than physical class attendance, then virtual learning will be assumed to be effective in enabling learning.
Also, the grades attained for the period while attending virtual classes will be recorded and compared against the results before the Pandemic. The variance will be used to determine the success level of virtual learning and its effect on the students’ performance level. If the students’ performance is higher when the virtual platforms are used, then the study will assume virtual learning is superior in enhancing the teaching of the students.
Finally, the method will consider the students’ preference for either virtual learning or physical learning. The teachers teaching preferential method will also be recorded in accessing the level of satisfaction of both the students and the teachers with the two methods, either virtual or physical learning. Suppose both the students and teachers considerably agree on their preference for virtual learning to physical education. In that case, virtual learning will be assumed to affect the learning process positively, and the opposite is true.