THE COPPERBELT UNIVERSITY

IN ASSOCIATION WITH

TECHNICAL AND VOCATIONAL TEACHERS’ COLLEGE

LUANSHYA

RESEARCH REPORT

AN ANALYSIS ON THE EFFECTIVENESS OF ONLINE LEARNING ON

LEARNERS PERFORMANCE DURING COVID 19 PANDEMIC IN
SECONDARY SCHOOLS: A CASE OF NDOLA DISTRICT OF
COPPERBELT PROVINCE.

Mwenya Chisha
Learner Number: 9458

Bachelor of Business Studies with education, Technical and

Vocational Teachers’ College, Zambia

Submitted in partial fulfillment of the award of the Bachelor of Business

Studies with education of the Copperbelt University

April, 2022

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Table of Contents
CHAPTER ONE........................................................................................................................................3
BACKGROUND TO THE STUDY.........................................................................................................3
1.0 Introduction.....................................................................................................................................3
1.2 Background to the study.................................................................................................................3
1.3 Research problem............................................................................................................................4
1.4 Research Questions........................................................................................................................5
1.5 Research objectives........................................................................................................................5
1.6 Scope of the study..........................................................................................................................5
1.7 Significance of the study................................................................................................................6
CHAPTER TWO.......................................................................................................................................7
LITERATURE REVIEW.........................................................................................................................7
2.0 Introduction.....................................................................................................................................7
2.1 The effectiveness of online learning on learner’s performance....................................................7
2.2 The challenges associated with online learning on learners’ performance..................................8
2.3 Strategies for effectiveness and efficiency on online learning.....................................................11
CHAPTER THREE.................................................................................................................................13
THEORETICAL AND CONCEPTUAL FRAMEWORK...................................................................13
3.1 Introduction...................................................................................................................................13
3.2 Theoretical framework..................................................................................................................13
3.3 Conceptual framework................................................................................................................14
CHAPTER FOUR...................................................................................................................................15
RESEARCH METHODOLOGY...........................................................................................................15
4.0 Introduction...................................................................................................................................15
4.1 Research design.............................................................................................................................15
4.2 Research population......................................................................................................................15
4.3 Sampling design.............................................................................................................................15
4.4 Sample size.....................................................................................................................................16
4.5 Data collection................................................................................................................................16
4.6 Data analysis..................................................................................................................................16
4.7 Ethical consideration.....................................................................................................................16

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 CHAPTER ONE
BACKGROUND TO THE STUDY
1.0 Introduction
Online learning was generally understood as the type of education that takes place virtually, and
learners were usually not physically together. Since the influx of modernisation, online learning
has been considered to be very much important and helpful especially during global pandemics
such as Covid 19 pandemic. This type of learning was also known as electronic learning or e-
learning. E-learning was the application of electronic devices in learning which allowed learning
theory to be applied. Therefore, this study sought to analyse the effectiveness of online learning
on learners’ performance during the covid 19 pandemic in secondary schools in Ndola district.

1.2 Background to the study

COVID-19 pandemic has triggered new ways of learning. All around the world, educational
institutions were looking toward online learning platforms to continue with the process of
educating learners. The new normal now is a transformed concept of education with online
learning at the core of this transformation (James, 2019). Today, digital learning has emerged as
a necessary resource for learners and schools all over the world. For many educational institutes,
this is an entirely new way of education that they have had to adopt. Online learning is now
applicable not just to learn academics but it also extends to learning extracurricular activities for
learners as well.

In recent months, the demand for online learning has risen significantly, and it would continue
doing so in the future. Covid-19 pandemic has affected all levels of education system and thus,
many learning institutions was temporary closed. For this reason, educators and different
stakeholders decided to incorporate online learning in different schools, colleges and universities
to avoid cross contact with people affected by this pandemic and achieve institutional goals and
objectives (Anderson, 2020).

During COVID 19 pandemic, online learning offered teachers an efficient way to deliver lessons
to learners. Online learning has a number of tools such as videos, PDFs, podcasts, and teachers
can use all these tools as part of their lesson delivery. By extending the lesson plan beyond
traditional textbooks to include online resources, teachers are able to become more efficient
educators. Additionally, online lessons can be recorded, archived, and shared for future

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reference. This allowed learners to access the learning material at a time of their comfort
(Priyanka, 2020).

Although online learning was important during COVID 19 pandemic, many learning institutions
has faced a lot of challenges and some of the constraints were that some schools had no access to
electronic devices such as computers; and other devices which uses internet to access online
learning. Some remote areas has no active network for online learning to take place. For many
learners, one of the biggest challenges of online learning is the struggle with focusing on the
screen for long periods of time. With online learning, there is also a greater chance for learners to
be easily distracted by social media or other sites. Therefore, it was imperative for the teachers to
keep their online classes crisp, engaging, and interactive to help learners stay focused on the
lesson. Therefore, this study sought to analyse the effectiveness of online learning on learners’
performance during covid 19 pandemic.

1.3 Research problem

The traditional method of teaching was known to be as the way a teacher directs learners to learn
through memorization and recitation techniques thereby not developing their critical thinking
problem solving and decision-making skills. In other words, traditional methods are teacher-
focused, while modern methods are learner-centered.

For people who learn better through cooperative activities and group work have the possibility of
asking questions and receiving immediate answers, traditional learning was and is important.
Many learners prefer face-to-face interactions to technology-mediated conversations. Some
learners need constant reassurance that what they are doing is correct and they are going in the
right direction, so they need feedback to keep them moving.

However, with the influx of the pandemic (Coronavirus) which at some point led to the closure
of most of the learning institutions, online learning was made compulsory for all so as not to
delay the teaching and learning process. Although online learning has been introduced and
encouraged by education system, many learners face a lot of challenges and some of them are;
unavailability of technological devices such as computers, IPad, Smart Phones, Tablet etc. other
challenge was that some learners were computer illiterate such that it was very difficult for them
to use such devices for them to be connected to online learning (Twig, 2020). It was for this

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reason that this study sought to analyse the effectiveness of online learning on learners’
performance during covid 19 pandemic in secondary schools in Ndola district.

1.4Research Questions
The following research questions guided the study:

i. How effective is online learning on learners’ performance during Covid 19

pandemic in Ndola secondary school?
ii. What are the challenges associated with online learning on learners’ performance
during Covid 19 in Ndola secondary school?
iii. What are the strategies to be put in place to ensure effectiveness and efficiency in
online learning during Covid 19 Pandemic in Ndola secondary school?
1.5Research objectives
The following research objectives guided the study:
i. To establish the effectiveness of online learning on learners performance during
Covid 19 pandemic in Ndola secondary school.
ii. To identify the challenges associated with online learning on learners’ performance
during Covid 19 in Ndola secondary school.
iii. To identify the strategies to be put in place to ensure effectiveness and efficiency in
online learning during Covid 19 Pandemic in Ndola secondary school.

1.6Scope of the study

This study took place in Ndola district and the researcher mainly focused on analysing the
effectiveness of online learning on learners’ performance during Covid 19 pandemic in three
selected secondary schools. The researcher did not cover the all secondary schools in Ndola
District instead, she targeted only three secondary schools and that was Kansenshi, Temweni and
Kanini Secondary Schools. This was because research demands for enough financial, material
and time resources.

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1.7Significance of the study

The study findings would fill the gap in the current knowledge and literature about the
effectiveness of online learning on learners’ performance during Covid 19 pandemic in three
selected secondary schools. The researcher further hoped that the findings would assist the policy
makers in education sector to come up with possible solutions and strategies to be used so as to
combat the challenges faced by teachers and learners during online learning process in selected
secondary schools in Ndola district during Covid 19 pandemic.

1.8 Organization of the Dissertation

The dissertation comprised of seven (7) chapters;

Chapter one focused on the introduction/background of the study, the research problem,
objectives of the study, scope of the study, and the significance of the study. Chapter two
focused on the literature review which was important in identifying any research gaps and
existing evidence from other studies. Chapter three presented the theoretical and conceptual
framework which discussed the independent and dependant variables in details. Chapter four
presented the research methodology of the study. The chapter explains the study area, the
research design study population, sample size and sampling methodology, data collection
methods, data analysis methods and ethical consideration. Chapter five presented data analysis
and data presentation. Chapter six provided research findings, Discussion and Interpretation of
Results. Chapter seven will summarise and conclude the study. The chapter will outline
recommendations and suggestions for further areas for future.

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 CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
The following section presents the previous studies conducted on online learning during the
COVID-19 pandemic and some studies related to online learning challenges and educational
technology in general. Different scholars have analysed the effectiveness of online learning in
the modern society. Although several studies suggest that online education could be as effective
as traditional education which requires attendance, few studies have focused on learner
satisfaction with online instruction, particularly in the transition to online learning from
traditional approaches. Thus, institutions including schools, colleges and universities were
temporarily suspended their traditional courses, migrating to a model of online education.
Therefore, this study carried out an analysis on the effectiveness of online learning on learners’
performance during covid 19 pandemic in secondary school of Ndola district.

2.1 The effectiveness of online learning on learner’s performance

The impact of the COVID-19 pandemic has led to the temporary interruption of educational
activities in the classroom. The length of the pandemic and its effects on daily life, costs and
other financial issues could directly affect the continuation of the education of secondary school
learners. The vulnerability caused by the disturbances in the academic space is worrying. A
feeling of exclusion was created by the pandemic situation, outlining an image of inequity in the
academic education system (Alanezi, 2020).

The effectiveness of online learning on learners’ performance has shown a number of

advantages due to increased flexibility and learning opportunities: easy access to experts,
exposure to educational environments, a wide range of types of courses, and joining learners’
communities (Cole, 2019). Online learning tools enabled schools to ensure that the learners were
not left unengaged and did not suffer academic loss.

The availability of digital technology along with access to online content allowed learner to
experience new learning structures beyond the classroom (Milrad et al, 2013). COVID-19
lockdown compelled learners and educationists to experience the same. Thus, Online education
has the potential to transform the education system by expanding educational opportunities,
transforming learner populations and encouraging the development of new pedagogical methods,

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making the learning process more reliable, more efficient, and less stressful for both teachers and
learners.

Although there were studies suggesting that online and traditional education were comparable in
terms of learning outcomes, it was also admitted that online learning was perceived as lacking in
interactivity compared with classroom learning. However, Fortune, Spielman and Pangelinan
(2014) concluded that there was no statistically significant difference in learning preferences
between learners attending online classes and learners attending classes in person.

The online learners were expected to develop 21st century learning skills which included critical
thinking, creativity, collaboration, and communication along with the digital skills to use and
navigate online learning resources. The learner-centered paradigm in a digital age demands for
development of 21st century learning skills through domain-knowledge learning (Kong et al,
2014). On the other hand, the teachers are expected to be proficient in teaching online as well as
in the classroom. However, teaching online was different from teaching in a classroom. Girardi
(2016) gives three foundational principles for increasing learners’ engagement when teaching
online. These required teachers to create online community of learners, put additional efforts to
engage them and carefully analyze those tools which, when used, give a highly engaging online
environment. This was crucial for online learning in order to overcome the feeling of isolation
experienced by online learners in absence of social presence.

Therefore, Sharma (2020) says that the current online learning scenario might be more
appropriately termed as emergency remote teaching. There was already a stigma associated with
online learning being inferior to face-to-face learning. Hodges et al (2020) fear that hurried shift
to online education by so many institutions without truly exploring the online format would
result in further accentuating this stigma. According to Vivolo (2016), there has been resistance
to online learning even in the face of evidence that online learning works as effectively as
traditional onsite learning. Miller (2014) found that online learning was here to stay and that
learning to use it was a worthwhile investment for individuals and institutions.

2.2 The challenges associated with online learning on learners’ performance.

Globally, at the beginning of the COVID-19 pandemic, learners had to reorganize their daily
schedule to adapt to a situation of isolation. Those studying abroad had to go back home, but, at
the same time, many of them were blocked due to the closure of airports and borders. The lack of

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socialization affected learners and their socio-emotional balance suffered, especially in young
people with pre-existing problems of this nature. Learners claimed that main the effects of
isolation were anxiety and depression (Dhawan, 2020). There are several disadvantages of online
education, such as: internet browsing issues, computer compatibility, or technical issues.

Research has proven that advances regarding information technology and the evolution of
computers positively affect the approach of secondary school learners on learning in
contemporary educational environments. Mobile devices and easy internet access have changed
the paradigm of communication in the context of the education system. Social networks used in
everyday life can bring about changes in teaching methods and generate improvements by
stimulating and involving learners in the learning process Shikhali, 2020).

In the context of the COVID-19 pandemic, the sudden and forced transition from traditional
education to online learning has had negative effects on the preparation of secondary school
learners; these effects are generated by problems with access to technology and internet
networks, and by the diminished quality of teaching (Allurize, 2020). Some difficulties were in
English language skills and other English courses, such as writing challenges, speaking
challenges, and reading challenges. For linguistics courses such as phonetics and phonology
challenges where the teacher needs to teach phonemes, allophones, morphemes, etc. face to face.
Not all learners have good internet connectivity. Some learners suffered from network problems,
lacking high-quality learning devices (Ali, 2017).

Another challenge was lack of support in many schools. In order to support learners in online
education, prior training in technical skills was necessary for the efficient use of computers and
the internet. Other factors were important as well, such as: the learners’ perception and attitude
towards the internet, their level of knowledge of English, and how the learners manage their
time. The success of online education was given by the dimensions suggested by Hung et al.
(2019): learning motivation, self-directed learning, computer and internet quality, effectiveness
of online communication, and learner control.

Educational institutions have had to adapt to the restrictions created by the COVID-19 pandemic.
A series of applications, platforms and educational resources have been launched to support
secondary schools, teachers and professors, parents, educational institutions and school
managers, with the aim of facilitating the study process of high school learners, providing social

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support and facilitating interaction during the closure of educational institutions. The COVID-19
pandemic has caused unprecedented damage to the education system, especially in educational
institutions, and in particular to teaching staff the most critical resource of any educational
institution, which have to face financial, physical, and mental challenges (Alanezi, 2020).

In most country such as Romania, Isolation has made the situation of education uncertain and
uncomfortable, the lack of clear, coherent and specific measures to continue
instructive/educational activities has created stress and anxiety for most teaching staff, high
school learners and parents/legal guardians. Teachers were forced to identify new methods to
offer all high school learners the opportunity to participate directly/indirectly in online courses,
which caused them to be more lenient and more understanding of learners’ personal situations
(Jensen, 2020). The materials sent by the teachers through the learning platforms, the work tasks
sent to the high school learners in a less favorable situation, the exclusively online
communication, and the lower quality of the pedagogical act, in addition to the learners’ lack of
interest, lowered the teachers’ expectations regarding the quality of the topics and contents to be
prepared for classes.

The challenges to access online learning were less because both learners and teachers have been
experienced the excellent opportunity of knowing and interacting with educational technology
tools such as mobile-based learning, computer-based learning, and web-based learning
(Casalino, 2020). According to Prensky (2001), today’s learners are entirely different from their
predecessors because they are native speakers of the technological language. Their interaction
with the virtual and digital world is more. The interactions of today’s’ learners with different
sorts of technology for various purposes enabled them to be active recipients of e-learning
(Sahoo, 2020).

Many studies found out that learners encountered difficulties in accessing the Blackboard
platform. In different schools in Zambia, About 30% of learners missed the classes and other
tasks using Blackboard, and they shifted to alternative applications during online learning. The
study reveals that the major challenges encountered by learners in online learning were technical
issues. Some learners faced internet connectivity problems, accessing classes, and downloading
courses’ materials problems (Casalino, 2020). Online exams could not be opened on learners’
mobile phones. Regarding language communication issues, learners could not effectively interact

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with teachers during virtual classes of English language skills, as revealed in learners’ responses
to open-ended questions.

2.3 Strategies for effectiveness and efficiency on online learning.

As a result of COVID-19 school closures, governments have adopted alternative learning
solutions to ensure the continuity of quality education. Teachers and other education personnel
were on the front lines of ensuring the continuity of learning. Teachers might need to adjust their
roles in order to ensure the effectiveness of online learning solutions. During periods of national
lockdown, teachers often needed to play multiple social roles as home-based providers of
education (Coffield, 2020). This included roles as designers and implementers of teaching,
facilitators of learning activities, and peers of learners, family members, and agents of
connection with parents and schools as well as communities. It was important to support
teachers’ well-being, social-emotional competencies and resilience before, during, and after the
crisis (Cengel, 2020).

One of the strategies to be put in place to ensure effectiveness in online learning during Covid-19
pandemic was developing strong attitudes towards learning could help learners overcome some
of the potential challenges posed by online learning such as, remaining focused during online
classes or maintaining sufficient motivation. They were also crucial in supporting learners using
information and communications technology (ICT) effectively and making the most of new
technologies for learning. Positive attitudes towards learning, self-regulation and intrinsic
motivation to learn play an important role in improving performance at school in general, but
may be especially important should online learning continue (Byun, 2020).

Also, Education systems should aim to strengthen the engagement between schools and parents
in order to improve information and guidance to parents on effective practices for supporting
their children’s learning (Jensen, 2020). At the same time, teachers needed support to incorporate
technology effectively into their teaching practices and methods and help learners overcome
some of the difficulties that are associated with this form of learning environment. Supporting
teachers’ training about the use of digital resources for pedagogical practice and promoting
teaching practices adapted to this context is key to ensure that ICT is leveraged effectively.

 Many systems have adopted online teaching (and learning) on an unprecedented scale, often in
combination with widespread remote learning materials such as television or radio (Rossen,

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2017). Until effective vaccines or therapeutics for the novel Coronavirus become available, it
was likely that schooling might continue to be disrupted. Even if the worst case scenario of a
second wave of the outbreak were not to materialize, localised and temporary school closures
might still be needed to contain transmission of COVID-19.

Considering the alternative of no schooling, online schooling has been an important tool to
sustain skills development during school closures. That being said, there were still concerns that
online learning might have been a sub-optimal substitute for face-to-face instruction, especially
so in the absence of universal access to infrastructure (hardware and software) and lack of
adequate preparation among teachers and learners for the unique demands that online teaching
learning pose (Vai, 2015).

Another strategy was that there was a need to distribute computers and train learners on how to
use those digital devices. Further concerns related to the fact that the effectiveness of online
learning might have been hindered, in some cases, by the lack of basic digital skills among
certain learners and teachers, making them unprepared to adapt to the new situation so abruptly
(OECD, 2020). For example, descriptive evidence based on PISA 2018 shows that there were
major differences across countries and socio-economic groups in the use of technology for
schoolwork before the pandemic among 15-year-olds, raising the concern that learners who were
less experienced might be those suffering the most from the shock caused by online learning.

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 CHAPTER THREE
THEORETICAL AND CONCEPTUAL FRAMEWORK

3.1 Introduction
The model of this chapter considered the variables from the research objectives of which online
performance during covid 19 was the independent variable. On the other hand, methods used
during online learning; strategies for effective online learning; tools used during online learning;
and challenges faced in online learning were the dependant variables.

3.2 Theoretical framework

The application of technologies and digital literacies have been developed and improved (Coiro,
2008). The pedagogical theories and teaching approaches need to respond to the novel methods
of using technology and how it could be integrated into learners’ education effectively. Many
theories were involved in educational processes, techniques, and approaches. However, they still
adhere to traditional methods of learning. The theoretical perspective which reinforced the
development of the new pedagogies was the activity theory (Mwanza, 2005). In this theoretical
approach, the focus was on the interaction between humans and computers.

Theory played an essential role in learning expansion using instruments, tools, mediation, etc.
This theory highlights the potential impact on teaching and learning using new tools as vehicles
for modernizing, contextualizing, and transforming activity procedures (Engestrom, 2015).
Vygotsky (1978) focused on learning development and social interaction, (Cole, 2009). Attwell
(2010, a) explored Vygotsky’s ideas in terms of technology-enhanced education and personal
contextual learning. Coffield (2008) said there is no " convincing evidence that learners can be
divided by their learning preferences into four groups: visual, auditory, kinaesthetic or tactile" he
added, “this movement allows its disciples the pretense of learner centered teaching, and it neatly
transfers the responsibility of learners’ failure to learn to tutors, e.g. ‘You didn’t match your
teaching style to their learning styles”

The Covid-19 Pandemic transformed the whole education process to online, especially in
English language education, which has been translated to e-learning in most secondary schools,

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colleges and universities worldwide (Coiro, 2008). In our case, it was the first time for learners
to be engaged in online learning officially. So, this study focused on the effectiveness of online
learning on learners’ performance during covid 19 pandemic in secondary school of Ndola
district.

3.3 Conceptual framework

The conceptual framework for this study focused on the effectiveness of online learning on
learners’ performance during covid 19 pandemic in secondary school in Ndola district. The
concept is selected as critical elements to answer the research questions and achieve the research
objectives. Using the concept mapping technique, the researcher will be able to analyze findings
from empirical literature and identify similar and different features among studies as well as key
ideas that merit future research consideration. The main goal is to answer the all research
questions and provide recommendations on the challenges faced during COVID-19 for effective
online learning to be achieved in secondary.

Dependant variables independent variable

Methods used during

online learning

H1
Strategies for
effective online
learning
Online learning
H2 performance during
COVID-19

Tools used during H3

online learning

H4

Challenges faced in
online learning
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 Figure 2.5.2 performance of learners during online learning model

CHAPTER FOUR
RESEARCH METHODOLOGY
4.0 Introduction
This chapter presents an overview of the methods through which data was gathered and
analyzed. According to Kombo and Tromp (2006) research methodology deals with the
description of methods applied in carrying out research study. This study analysed the
effectiveness of online learning on learners’ performance during Covid-19 pandemic in
secondary school in Ndola district. This section covers the research design, research population,
sampling design, sample size, data collection, and data analysis.

4.1 Research design

A research design according to Ordho (2004) is the scheme outlining a plan that is likely to be
used in generating answers to research problems. This study used descriptive research design
because it incorporate qualitative and quantative methods when analysing collected data and it
seeks to describe the current status of an identified variable. This research design was designed
to provide systematic information about a phenomenon. It was important because it was
qualitative in nature and it provided quality information on the effectiveness of online learning
on learners’ performance during Covid-19 pandemic in secondary schools.

4.2 Research population

According to Castillo et al (2009), a research or study population focused on large collection of
individuals or objects for the study. In other words, it referred to the entire group of individuals
or objects to which the researcher was interested in generalizing the findings. Similarly,
McMillan & Schumacher (1997) define study population as a group of elements or causes,
whether individuals, objects or events, that conform to specific criteria and to which we intend to
generalize the results of the research. This study targeted a population of head teachers, pupils
and teachers from selected schools in Ndola District.

4.3 Sampling design

In this study the researcher used probability-random sampling technique to select head teachers,
teachers and learners as respondents during data collection. Probability sampling leads to higher

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quality findings because it provides an unbiased representation of the population. The purpose
was to increase the generalizability of the results. By drawing a random sample from a larger
population, the goal was that the sample would be representative of the larger group and less
likely to be subject to bias. The goal of random sampling was simple. Random sampling allowed
researchers to perform an analysis of the data that is collected with a lower margin of error.

4.4 Sample size

A study sample is a subset of the total number of elements that can be studied (Kombo and
Tromp, 2006). In other words, it is part of a population that is selected to represent the entire
study population. In this study, a sample of three selected secondary schools in Ndola District
was incorporated using purposive sampling. The sample size consisted of three head teachers, 50
subject teachers, and 47 pupils from Kanseshi, Temweni and kanin Secondary Schools. This
gave a sample size of hundred (100) respondents.

4.5 Data collection

Data was collected qualitatively using Questionnaires. This was because Questionnaire was an
effective means of measuring the behavior, attitudes, preferences, opinions and, intentions of
relatively large numbers of subjects more cheaply and quickly than other methods. Often a
questionnaire uses both open and closed questions to collect data. In this case, questionnaires
were administered to headteachers, teachers and learners to collect data on the effectiveness of
online learning on learners’ performance during Covid-19 pandemic in secondary school in
Ndola district.

4.6 Data analysis

Data analysis is a process for obtaining raw data and converting it into information useful for
decision-making by users. Data collected was analysed in order to answer research questions
pertaining to the effectiveness of online learning on learners’ performance during Covid-19
pandemic in secondary school. In this study, the researcher analysed data manually where
charts, frequency tables and graphs will be incorporated for meaningful data presentation.

4.7 Ethical consideration

Ethical concerns were considered to be of paramount importance in this study because it involves
human beings who have private life. Before data collection process was conducted, the
researcher sought for the ethical clearance approval from the college Research Ethics

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Committee. Second, recognizing the fact that young people were sensitive to giving information
that concern them, informed consent was sought from their parents through teachers, for most of
them were at the age of fifteen and above. Additionally, the researcher explained to them the
nature and purpose of the study, duration and type of participation expected, so as to give them
an opportunity to decide whether to participate in the study or not. At all times the privacy and
autonomy of the respondents will be respected. Privacy was ensured by informing them that data
collected in form of personal views, opinions and attitudes was shared with those involved in the
study or withheld from others. Autonomy of the respondents was ensured by allowing them to
withdraw from participation at any point in the process and to choose not to respond to any
question when they feel uncomfortable with it.

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