Abstract
The unprecedented measures to control the spread of COVID19 have affected both students and parents as education institutions have almost overnight shifted to virtual platforms. This study explores the effectiveness of online classes on primary school children's performance and investigates online classes' impact on children's behaviour and holistic development. Besides, it explores the impact of online classes on parents' workload by adopting a sequential research method. The data was collected using Google form and telephonic interviews with randomly selected parent respondents. Results exhibit that online classes are ineffective, and there is an indicative change in children's behaviour. Also, the lack of social interaction with peers and teachers, and minimal physical activities, have made online sessions monotonous for children. Parents have been experiencing an increased workload, as they are expected to be mentors, curators and personal tutors for their children. The study emphasizes a need for exclusive curriculum and pedagogy development suitable for online classes
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