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Education and Society ( ) A STUDY ABOUT SECONDARY SCHOOL

STUDENTS, REGARDING EFFECTIVENESS AND CHALLENGES OF ONLINE
LEARNING IN CACHAR DISTRICT, ASSAM

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Education and Society (शिक्षण आशण समाज) ISSN: 2278-6864
(UGC Care Journal) Vol-47, Issue-1, No.3, October-December: 2023
A STUDY ABOUT SECONDARY SCHOOL STUDENTS, REGARDING EFFECTIVENESS
AND CHALLENGES OF ONLINE LEARNING IN CACHAR DISTRICT, ASSAM

Dr. Chingakham Dinachandra Singh1*, Associate Professor and Head of the Department of
Education, Faculty of Education, Arunachal University of Studies Namsai Arunachal Pradesh, India-
792103. email: chingakham@yahoo.com ORCID ID: 0000-0002-7447-1214
Ksh. Manoj Kumar Singha2*, Assistant Professor, Faculty of Education, Arunachal University of
Studies Namsai- 792103;
3 *
Prof. D. S. Hernwal , Dean, Faculty of Education, Arunachal University of Studies Namsai-
792103.

Abstract
The rapid advancement of technology has led to the widespread adoption of online learning in the
education sector, particularly in response to unforeseen circumstances such as the COVID-19
pandemic. This research paper aims to investigate the effectiveness and challenges of online learning
for secondary school students as the perception of students of secondary school in the Cacchar region
of Assam. It was an online survey and descriptive statistic analysis. There were N=251 secondary
school students. The findings showed that the respondents expressed there is an ease to accessing to
learning platform 61.7%, and flexibility 80.5%. However, there was more concerns about online
learning 71.2% of respondent felt unreliable connection issues, 63.3% felt challenges in motivation,
61.9% had difficulty in concentration issues 80.2%, felt issue with time management with online mode.
This finding would benefit educators who would consider using online learning more by understanding
the strengths and weaknesses of this study.

Keywords:
Online Learning, Secondary School Students

Introduction
The educational landscape has been rapidly transformed by the integration of digital technology,
leading to the widespread adoption of online learning in both traditional and unforeseen contexts.
Online learning, a form of distance education facilitated by digital platforms, has gained prominence
as a viable alternative to traditional classroom instruction, particularly for secondary school students.
The recent global events, such as the COVID-19 pandemic, have further underscored the significance
of online learning as a means to ensure the continuity of education. However, the effectiveness and
challenges associated with this transition remain areas of active investigation and pragmatic
consideration. The surge in online learning's prominence has been accelerated by the need to adapt to
unexpected disruptions in conventional education settings. According to Clark and Mayer (2016),
online learning encompasses the use of digital tools and platforms to deliver educational content,
offering learners the flexibility to engage remotely and at their own pace. This mode of instruction
holds the potential to accommodate diverse learning styles and needs, allowing secondary school
students to access a wealth of resources beyond the confines of the physical classroom. Empirical
research, as highlighted by Means et al. (2013), suggests that the effectiveness of online learning is
closely tied to the design of the learning experience itself. Online courses that incorporate interactive
elements, engage learners with dynamic content, and foster a sense of community have demonstrated
comparable efficacy to traditional face-to-face instruction. However, the design of such courses is not
trivial; Hattie et al. (2020) emphasize that the quality of instructional design, coupled with effective
engagement strategies, plays a pivotal role in harnessing the potential benefits of online learning. While

1*
Dr. Chingakham Dinachandra Singh-Associate prof. Department of Education. Arunachal University of
Studies, Arunachal Pradesh India. Email: chingakham@yahoo.com

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Education and Society (शिक्षण आशण समाज) ISSN: 2278-6864
(UGC Care Journal) Vol-47, Issue-1, No.3, October-December: 2023
online learning offers opportunities for flexibility and personalized pacing, it also presents an array of
challenges that warrant attention. One such challenge is the digital divide, as illuminated by
Warschauer (2004), which refers to unequal access to technology and internet connectivity. This divide
can disproportionately impact students from underserved backgrounds, exacerbating existing
educational inequalities. Moreover, the absence of in-person interactions characteristic of online
learning environments can potentially impede the development of social skills and collaborative
capacities crucial to secondary school students' holistic growth (Pellegrino et al., 2021).

Literature review
Online learning platforms have gained prominence in modern education, offering secondary school
students the flexibility to access educational content remotely. Clark and Mayer (2016) underscore the
adaptability of online learning, accommodating diverse learning styles through flexible pacing and
resource utilization. However, effective online learning hinges on well-designed instructional
strategies and interactive elements, as highlighted by Hattie et al. (2020). Achieving comparable
outcomes to traditional classroom instruction relies on well-structured online courses that foster
engagement and collaboration. Means et al. (2013) conducted a comprehensive meta-analysis of online
learning studies, revealing that well-designed online courses can be as effective as face-to-face
instruction. This finding holds particular relevance for secondary school students who benefit from
tailored educational experiences. Nonetheless, the digital divide, characterized by technology access
disparities, remains a significant challenge (Warschauer, 2004). Addressing technological inequities is
crucial to ensure effective online learning that provides equal opportunities for all students. In online
learning environments, considering the socio-emotional development of secondary school students is
critical. Pellegrino et al. (2021) emphasize the importance of peer interactions and collaborative
activities for holistic growth. The potential limitation of face-to-face interactions in online learning
settings could impact the development of interpersonal skills. Thus, educators must adopt strategies
that prioritize students' socio-emotional needs, fostering a sense of community and belonging. The
integration of emerging technologies can enhance online learning experiences. Deterding et al. (2011)
explore gamification as a strategy to increase engagement and motivation among secondary school
students. By incorporating game-like elements, online courses can become more interactive and
enjoyable, aligning with the call for engaging instructional approaches to improve student outcomes
(Hattie et al., 2020). Effective teacher-student interaction is pivotal within online learning
environments. Garrison and Anderson (2003) introduce the Community of Inquiry framework,
highlighting cognitive, social, and teaching presence. Establishing a community, facilitating
meaningful discussions, and offering timely feedback contribute to student engagement and learning
outcomes. However, translating these interactions into online settings requires meticulous planning
and adaptation (Hrastinski, 2008). Digital literacy's role in effective online learning is essential.
Caponetto et al. (2014) emphasize the importance of equipping secondary school students with digital
navigation and critical evaluation skills. Without a strong foundation in digital literacy, students may
struggle to fully engage with online learning environments and harness available resources. Murphy
et al. (2017) delve into the implications of online learning for students' academic achievement. Their
findings indicate that interactive assessments and continuous feedback mechanisms in online courses
lead to improved outcomes. This highlights online learning's potential to cater to diverse learning needs
and cultivate self-directed learning skills among secondary school students. Integrating online learning
within a hybrid model presents a balanced approach. Picciano (2009) proposes hybrid learning,
combining face-to-face interactions with online components to offer flexibility while retaining the
benefits of in-person engagement. This model holds promise in addressing challenges linked to
exclusive online learning and enhancing the overall educational experience for secondary school
students. Online learning had a negative impact on the academic performance of students. Students
reported that they had difficulty staying motivated and engaged in online learning. They also reported
that they missed the social interaction of face-to-face learning (Muhammad, A., & Kainat, S.) Online

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(UGC Care Journal) Vol-47, Issue-1, No.3, October-December: 2023
learning was effective for some students, but not for others. Students who had access to reliable internet
and who were self-motivated were more likely to succeed in online learning. However, students who
did not have access to reliable internet or who had difficulty staying motivated were more likely to
struggle (Wildana, S. S., Yusof, M. Y., & Abdullah, Z.) There was no significant difference in the
academic performance of students who received online learning and those who received face-to-face
learning. However, students who received online learning reported that they had more difficulty
staying motivated and engaged (Adnan, M.)
The most common challenges faced by students were lack of access to technology, unreliable internet
connection, and difficulty staying motivated. Students also reported that they missed the social
interaction of face-to-face learning ( Al-Salman, S., & Al-Dmour, S.) The most important factors were
the quality of the online learning materials, the support from teachers, and the motivation of the
students. Students who had access to high-quality online learning materials, who received support from
their teachers, and who were motivated to learn were more likely to succeed in online learning.

Research Objective
1. To study the opinions of secondary school students in Cachar District, Assam on the convenience
of online learning.
2. To study the opinions of secondary school students in Cachar District, Assam on the effectiveness.
3. To study the opinions of secondary school students in Cachar District, Assam on the challenges of
online learning.

Methodology
This study employed a descriptive survey method to investigate the convenience, effectiveness, and
challenges of Online Learning for secondary school students in Cachar District, Assam. The
participants in this study were 257 secondary school students from Cachar District, Assam. It was a
Likert Scale with Strongly Agree, Agree, Neutral, Disagree and Strongly Disagree. The survey was
sent through Google Forms.

Data Analysis
Accessibility to online learning among secondary school students in Cachar District, Assam showed
different levels of easiness to difficulty. In the feedback, 13.5% responded Strongly Agree, 37.8%
Agree, 23.9% Neutral, 21.9% Disagree, and 2.7% Strongly Disagree (Figure 1).
Figure 1 Easy Accessibility of Online Platform (Pie-chart)

Internet connection and unreliable connectivity have different opinions among the respondent. Among
them, 19.6% Strongly Agree, 51.6% Agree, 18.8% Neutral, 8.8% Disagree and 2% Strongly Disagree.
Figure 2 Unreliable Internet Connectivity During Online Learning (Pia-chart)

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Education and Society (शिक्षण आशण समाज) ISSN: 2278-6864
(UGC Care Journal) Vol-47, Issue-1, No.3, October-December: 2023

In challenging motivation using online learning, here are the responses 13.5% Strongly Agree, 49.8%
Agree, 25.9% Neutral, 8.4% Disagree, and 1.2% Strongly Disagree.
Figure 3 Learner Motivation With Online Learning (Pie-chart)

Investigation of the difficulty of concentration in online learning, the feedback was 15.7% Strongly
Agree, 46.2% Agree, 22.5% Neutral, 13.3% Disagree, and 2.4% Strongly Disagree.
Figure Difficulty of Concentration With Online Learning (Pie-chart)

In terms of opportunity missing interaction from online learning, the responses were 17.9% Strongly
Agree, 37.7% Agree, 26.6% Neutral, 15.1 % Disagree, and 2.7% Strongly Disagree.
Figure 4 Missing of Opportunity of Interaction With Classmates During Online Learning (Pie-chart)

Online learning creates collaboration among learners and teacher-learning. In this aspect, the
respondents expressed 26.3% Strongly Agree, 49.8% Agree, 13.9% Neutral, 9.2 Disagree, and 0.8%
Strongly Disagree.

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(UGC Care Journal) Vol-47, Issue-1, No.3, October-December: 2023
Figure 5 Online Learning Gives Positive Atmosphere of Collaboration (Pie-chart)

Challenging time management with online learning the respondents were 40.5% Strongly Agree,
39.7% Agree, 11.1% Neutral, 6.7% Disagree, and 2% Strongly Disagree.
Figure 6 Challenge of Time Management With Online Learning (Pie-chart)

In terms of flexibility, the respondents were of the opinion that 33.1% Strongly Agree, 47.4% Agree,
13.5% Neutral, 4.7% Disagree, and 1.3% Strongly Disagree.
Figure 7 Online Provides Flexible Learning (Pie-chart)

Online learning is convenient for other people who cannot come to the physical classroom. In this
aspect, the feedback was 34.1% Strongly Agree, 49.6% Agree, 12.3% Neutral, 3.5% Disagree, and
0.5% Strongly Disagree.
Figure 8 Appreciation Level of Learners of Accessing Learning Material in Online Learning (Pie-
chart)

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Education and Society (शिक्षण आशण समाज) ISSN: 2278-6864
(UGC Care Journal) Vol-47, Issue-1, No.3, October-December: 2023

Online learning gives different ways of engagement such as reading, watching video clips, clear
graphics and simulation, etc. In this perspective, the respondents were 38.6% Strongly Agree, 45.8%
Agree, 11.6% Neutral, 3.2% Disagree, and 0.8% Strongly Disagree.
Figure 9 Online Learning Gives Engagement in Learning in Different Ways (Pie-chart)

Findings
Online learning accessibility among secondary school students in Cachar District, Assam, exhibited
varying levels of ease or difficulty. In the feedback received, 13.5% strongly agreed, 37.8% agreed,
23.9% remained neutral, 21.9% disagreed, and 2.7% strongly disagreed. Regarding internet
connectivity and its reliability, the responses varied among the participants. Specifically, 19.6%
strongly agreed, 51.6% agreed, 18.8% remained neutral, 8.8% disagreed, and 2% strongly disagreed.
In terms of facing challenges in motivation while engaging in online learning, the responses indicated
that 13.5% strongly agreed, 49.8% agreed, 25.9% remained neutral, 8.4% disagreed, and 1.2% strongly
disagreed. Exploring difficulties in maintaining concentration during online learning, the feedback was
as follows: 15.7% strongly agreed, 46.2% agreed, 22.5% remained neutral, 13.3% disagreed, and 2.4%
strongly disagreed.
Regarding the sense of missing opportunities for interaction in online learning, the responses varied:
17.9% strongly agreed, 37.7% agreed, 26.6% remained neutral, 15.1% disagreed, and 2.7% strongly
disagreed. In terms of the collaborative aspects of online learning involving interactions between
learners and teachers, respondents expressed the following views: 26.3% strongly agreed, 49.8%
agreed, 13.9% remained neutral, 9.2% disagreed, and 0.8% strongly disagreed. Addressing the
challenges of time management in online learning, the participants' responses were distributed as
follows: 40.5% strongly agreed, 39.7% agreed, 11.1% remained neutral, 6.7% disagreed, and 2%
strongly disagreed. Regarding the flexibility of online learning, the respondents held the following
opinions: 33.1% strongly agreed, 47.4% agreed, 13.5% remained neutral, 4.7% disagreed, and 1.3%
strongly disagreed. Participants also expressed their views on the convenience of online learning for
individuals unable to attend physical classrooms: 34.1% strongly agreed, 49.6% agreed, 12.3%
remained neutral, 3.5% disagreed, and 0.5% strongly disagreed. Lastly, in terms of the different
engagement methods offered by online learning, such as reading, watching videos, clear graphics, and
simulations, the participants' responses were as follows: 38.6% strongly agreed, 45.8% agreed, 11.6%
remained neutral, 3.2% disagreed, and 0.8% strongly disagreed.

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Education and Society (शिक्षण आशण समाज) ISSN: 2278-6864
(UGC Care Journal) Vol-47, Issue-1, No.3, October-December: 2023

Discussion
Accessing to internet and connectivity is an issue for Indian students. According to the Statista
website, the Internet penetration rate in India by 2022 was 48.7% (Basuroy, 2023). This means many
are left without an internet connection. Internet connection is also more concentrated in city areas.
Cacchar district of Assam belongs to the northeastern region of India which is generally poorer in
infrastructure. By 2019, internet penetration in Assam was 27% based on Statista (Basuroy, 2022).
Therefore, internet connection and accessibility are a major concern for Indian students. A study by
Brainly, an online learning platform reported that only 54% of Indian students are comfortable with
online learning mode (TimesofIndia, 2021). This is due to many factors, such as lack of internet
connectivity, and teaching methods that extensively there exist teacher-centered teaching methods so
that students want face-to-face meetings with the teacher. This feeling is reflected in this study that
students felt missing interaction with 17.9% Strongly Agreeing, and 37.7% Agreeing. In an online
discussion forum on Quora.com, there was a discussion forum on "Why do Indian students prefer
tuition instead of self-study?" The discussion pointed out the reason was “due to lack of reading
atmosphere or parents are not much educated, many time this habit is not developed in the students”.
From this statement, we can conclude that Indian students have a feeling of association with teachers,
and the teachers are the source of main learning that reflected poor self-learning. This feeling is
reflected in this study that many feel missing interaction. More than 50% of respondents feel difficulty
in time management, and that instructors are putting pressure. Despite these, there is more positive
learning happening with online learning.

Conclusion
Online learning gives a positive impression in ease of accessing learning material, more flexibility, and
convenience of joining the class. However, the negative aspect of students from the Cacchar region
found that the issues of internet connectivity, the issue of student movement, and the feeling of a sense
of interaction with teachers are higher with online learning mode. Therefore, there are positive and
negative responses to online learning mode.

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