Abstract
The present study is based on primary data of 720 students from primary schools in West Bengal, India. With adherence to the Logistic Regression Model, the study investigates and analyses the factors that influence digital learning of primary students during the COVID-19 pandemic situation. Further with the application of Welch’s t-test, comparative study have been conducted based on parameters as village and city school students, private and government school students and gender discrimination. The findings conclude that the school structure; willingness of the school and teachers to conduct virtual classes; availability and accessibility of high-speed internet and economic capability of parents to bear the exorbitant internet charges are significant dimensions in virtual learning of primary section students. The study also confirms that during the pandemic girl students and students from village government schools are the worst hit in comparison to boys who are from city-based schools and private schools respectively.
Highlights
The infectious novel COVID-19 declared as pandemic by the World Health Organization (WHO) on 11th March 2020 has assumed dreadful scenario
Unlike the previous theoretical and conceptual studies, the present empirical study attempts to sketch the impact of flipped education on primary school students in COVID-19 pandemic
Based on previous discussion and research objective, the first Null Hypothesis (H01) is that the selected factors considered in this study does not hold any significance in influencing digital learning of primary level students and the second Null Hypothesis (H02) is that there is no significant difference in online learning based on dimensions as location of the school, gender of students and structure of the school
Summary
The infectious novel COVID-19 declared as pandemic by the World Health Organization (WHO) on 11th March 2020 has assumed dreadful scenario. Authors have analysed data from Russian Universities on foreign language involving massive open online courses and developed recommendations for promotion in international market This is consistent with the findings of Marcelo and Yot-Domínguez (2019), where the survey and semistructured interviews of teachers in Spain reveal teaching–learning processes as teacher-centric with most frequent use of digital technology being assimilative. In present scenario the world being posed to distinct challenges with regulatory norms of home confinement to contain the deadly virus and the educational institutions required to implement digital teaching methods to engage students in routine classwork, timely course completion and relaxing the stress level of the kids by assigning regular homework. Unlike the previous theoretical and conceptual studies, the present empirical study attempts to sketch the impact of flipped education on primary school students in COVID-19 pandemic
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