Analysis Of Student Centric Approaches Towards Online Education In Chemistry In Rural Areas During The Covid Pandemic Period

Abstract

The COVID-19 pandemic led to the unprecedented closure of educational institutions worldwide, forcing a rapid transition to online teaching methods. This study explores the effects of this shift on undergraduate chemistry students from a rural college in India. The students participated in online learning through Google Classroom and YouTube, with performance assessments conducted via online quizzes and assignments. Our findings highlight significant challenges faced by rural students, including limited access to electronic gadgets such as laptops and smartphones and inconsistent internet connectivity. Despite the convenience and flexibility offered by online learning, 90.5% of the students expressed a preference for traditional face-to-face classroom teaching. This preference was largely due to the enhanced interaction and clarity provided in a physical classroom setting. In the context of learning chemistry, students appreciated the use of animations and videos for explaining complex concepts. However, when it came to understanding chemical reactions and mechanisms, most of the students preferred the traditional chalk-and-talk method over prerecorded videos. The data indicates that while online education served as a crucial alternative during the pandemic, it is not a comprehensive substitute for in-person learning, particularly for complex subjects like chemistry. The study suggests that a blended teaching approach, integrating online resources with traditional classroom methods, would be the most effective strategy. This approach would ensure better educational outcomes by leveraging the strengths of both online and offline teaching while addressing the technological and socio-economic challenges faced by rural students.