Assignments for MOED7003 Educational Research

Methodology

Title : The effectiveness classroom learning vs online

learning for primary students
CHAPTER 1,2 and 3

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Title : The effectiveness classroom learning vs online learning for primary students

Table of Contents

Chapter One

1. Introduction… ............................................................................................................ 3-7

2. Problem statement. ..................................................................................................... 7

3. Research objectives… ................................................................................................ 7-8

4. Research questions… ................................................................................................. 8

5. Hypotheses… ............................................................................................................. 8

6. Significance of the study ............................................................................................ 9

7. Limitations of the study…......................................................................................... 9-10

8. Operational Definition… .......................................................................................... 10-11

9. Summary… ................................................................................................................ 11

Chapter Two

1. Theories… ................................................................................................................... 13

2. Review of related literature… ...................................................................................... 16

3. Summary…................................................................................................................... 19

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Chapter Three

1. Methodology….............................................................................................................. 21

2. Research design. ............................................................................................................ 21

3. Samples… ..................................................................................................................... 21

4. Variables and conceptual framework… ......................................................................... 21-23

5. Instruments… ................................................................................................................ 24

6. Pilot test… ..................................................................................................................... 24

7. Validity and reliability…................................................................................................ 24-25

8. Procedures… .................................................................................................................. 26

9. An outline structure of the study… ................................................................................ 25-26

10. Data analysis… ..............................................................................................................26

11. Summary….................................................................................................................... 27

12. References. ................................................................................................................... 28-31

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CHAPTER ONE

1. INTRODUCTION
With up to two-thirds of an academic year lost globally on average owing to school closures,

the global education systems were significantly impacted by a succession of subsequent

infection control measures in response to the epidemic of coronavirus disease 2019

(COVID-19). The majority of schools were compelled to arrange for only a small number of

pupils to return each day for in-person lessons or activities, even though schools

occasionally resumed regular operation during the lockdown. To meet the sudden

disruptions, educational institutions had to switch quickly to online instruction to guarantee

the students' ongoing education at this time. In the twenty-first century, online education has

become a hot topic. Online learning is the process of receiving instruction using digital

materials. Electronic devices are used to give this type of education. Online learning is also

known as distance learning, computerised electronic learning, and internet learning. With the

advent of online education, students can now access their course materials whenever they

choose. Over the past 20 years, the development of technology has made education easily

accessible at all levels.

Hurlbut, A.R. (2018) claims that the early stages of remote learning or online learning

necessitated the use of print resources that were emailed or forwarded to students, teachers,

or both. However, according to Finger, G., McGlasson, and Finger (2007), the creation of

e-learning management systems and web resources as a result of technology improvement

changed online education by accelerating the rate at which knowledge may be shared and

assimilated. Videos and live broadcasting are significant components of current

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developments in online learning. This is consistent with Kaltura's (2019) assertion that

videos provide for a more participatory and engaging form of online learning than

documents do. Because of this, there is always a teacher who interacts with students online,

communicates with them, and grades their assignments, tests, and participation in class

activities. Virtual reality (VR) and augmented reality (AR), for example, are projected to

become more prevalent in the e-learning sector in the future, according to The Franklin

Institute (2020). Numerous academic institutions and academics from around the world have

studied the efficiency of online learning over the past few years. However, a seamless

transition could be difficult. Numerous challenges have been faced by students, including a

lack of gadgets for online learning, intermittent internet connectivity, a lack of device

technical know-how, schools' inexperience with online education, and families' lack of

financial preparation. Lack of parental involvement and boredom brought on by poor

interpersonal relations. Parents also voiced concerns about their children's increasing screen

time, greater exposure to hazardous content online, decreased physical activity, and lack of

social interaction. Additionally, due to inadequate training with digital technologies, a lack

of ongoing communication with students to monitor their study habits, and a lack of parental

support and aid, teachers encountered difficulties using online teaching. The challenges

made us aware that students would not be able to receive a rewarding and successful online

education. When compared to secondary school students, primary school pupils are less

capable of handling technical issues and other emergencies on their own and are still

working on building self-regulation and attention control skills. Consequently, primary

schools should receive special attention. Online learning for students, with their wants,

challenges, and expectations thoroughly understood. For younger kids, home learning means

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that parental support is essential. The sudden switch to online learning was difficult and

cause for concern due to the inadequate support provided to the parents, which may have

facilitated parental fatigue and negatively impacted online learning and the wellbeing of the

children. Additionally, since the effectiveness of online education depended on the resources

provided by the school, school factors such as teacher-student contact and students' degree

of happiness at school were also investigated.

Traditional or offline learning is another name for what happens in a classroom. Learning is

the process of gaining new information, abilities, preferences, and actions. Building mental

models of the world is an active process that involves engaging with and modifying events.

Learners gain knowledge by interacting, observing, and exploring the world around them. As

a result, it includes utilising existing information. Learning is a social activity that involves

people who engage with the learning environment, according to Bransford, J., et al. (2007). In

the beginning, formal education necessitates that professors and pupils meet in a physical

location known as a classroom. This is so that lessons could not be conducted online using the

technology that were available at the birth of civilisation or formal education. As a result, the

majority of educational publications published before the turn of the century focused on

classroom instruction. Even in developed nations like the UK, China, the US, and others,

classroom learning still predominates, despite the recent rise in popularity of online learning.

There is a calendar or timetable, as well as rules and regulations, that outline how teaching

and learning should be done in the classroom. Classroom learning takes place at schools.

Students must participate actively in the classroom learning process. For teaching and

learning to take place, both teachers and students must be present in the classroom. As a

result, the teacher controls and modifies the flow of knowledge and information. Learning in

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a classroom setting offers a forum for direct communication and face-to-face interaction

between students and teachers, which fosters socialisation between them. Every teacher

should strive to enhance learning by creating a conducive learning environment in the

classroom. However, what each pupil learns ultimately depends on their social and

psychological behaviours and responses.

In summary, this study will examine the potential factors from the viewpoints of primary

school students to find out the effectiveness of online learning vs classroom learning for

primary students.

2. PROBLEM STATEMENT

The problem statement for a comparative study between the effectiveness of online and

offline learning of primary students could be formulated as follows: The study will explore

the impact of online learning, which refers to instruction delivered through digital

platforms and technologies, and offline learning, which encompasses traditional

classroom-based instruction and non-digital educational resources. By comparing these two

approaches, the research aims to provide insights into the most effective learning methods

for lower primary and inform educational practices in the digital age.

3. RESEARCH OBJECTIVE:

The objective of this study is to compare the effectiveness of online and offline learning

methods among Year 5 primary students and determine which approach yields better

learning outcomes, engagement, and overall satisfaction.

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 The study aims to:

1. Measure and compare the differences in the learning effectiveness of primary students

who engage in online learning versus those who engage in traditional offline learning

methods.

2. Evaluate the levels of engagement and participation exhibited by primary students in

online and offline learning environments.

3. Identify the advantages and disadvantages of online and offline learning from the

perspective of primary students, teachers, and parents/guardians.

4. Provide recommendations and insights for educators, policymakers, and

parents/guardians to enhance the effectiveness of online and offline learning for primary

students.

By addressing these objectives, this comparative study aims to contribute valuable insights

into the effectiveness of online and offline learning methods for lower graders, ultimately

informing educational practices and decision-making processes.

4. RESEARCH QUESTIONS :

1. What are the differences in the learning effectiveness between primary students engaged

in online learning versus those engaged in offline learning?

2. What are the factors impacting the effectiveness of online learning versus those engaged

in offline learning?

1. HYPOTHESES

Hypothesis 1: Online learning is more effective than offline learning among lower graders in

terms of knowledge acquisition and retention.

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Hypothesis 2: Offline learning is more effective than online learning among lower graders

in terms of social interaction and emotional development.

Hypothesis 3: The effectiveness of offline and online learning among lower graders depends

on individual learning preferences and aptitudes.

2. SIGNIFICANCE OF THE STUDY

Technological and scientific developments today have greatly evolved the daily routine of

every individual and organisation in the world. To avoid being outdated, we should jointly

leverage the use of technology in every aspect of life. Therefore, students need to equip

themselves with the facts and knowledge to answer questions that are scientific and

technological themes. . The most significant benefit of online learning is its flexibility.

Students can choose any medium for them to learn and how they learn by selecting their

own time, place, who is suitable and comfortable for them to study. This will help to

evaluate the effectiveness of online learning and offline learning in Year 5 Primary

Students for future curriculum and content selection as well as teaching and learning

strategies.

3. LIMITATIONS OF THE STUDY

Studies have shown that there will be some limitations in conducting this study. The

limitations of the study are centred around the nature of the sample group, student

skills/capacities, and student awareness with online instruction. First, because this is a

facility sample, not a probability, a free variable cant be adjusted for real-world accuracy.

Second, student intelligence and skill level are not to be taken into account when separating

comparison groups. However, this study is limited to the content of the subject, the

pedagogical approaches used by teachers, the interactiveness of lessons and the

mechanisms of assessment, evaluation, and feedback used to assess the effectiveness of

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students. Before a pandemic occurred, the learning mode was direct, i.e. physical

encounters with students, but after the occurrence of the pandemics, learning modes were

transferred online. This leads to the fact that students do not have a full learning period.

The way online learning can affect their response and responses to learning. Most of the

studies carried out collected primary data from students only. So, this future research can

draw analogies by collecting data from both students and teachers.

Finally, there may be a simple awareness problem between both groups of students.

Traditional classroom students who are now taking web-based courses may be surprised by

the technical aspects of this modality. They may not have the necessary preparation or

experience for effective e-learning, thus leading to lower scores (Helms, 2014).

4. OPERATIONAL DEFINITION

4.1. Research Methodology:

Methodology for a Comparative Study between the Effectiveness of Online

and Offline Learning among Lower Graders

4.2. Research Design:

This study will employ a mixed-methods research design, combining

quantitative and qualitative approaches to gather comprehensive data on the

effectiveness of online and offline learning among lower graders. The research design

will allow for a more holistic understanding of the research question and provide

triangulation of data for increased validity

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4.3. Sample Selection:

The sample will consist of 40 primary students from the same class, carefully

selected to ensure minimal diversity in terms of demographics, socioeconomic

backgrounds, and academic abilities. Random choice of student sampling will not

be employed to minimise selection bias. A sufficient sample size of 40 students for

each category will be put through power analysis to achieve statistically significant

results.

4.4. Group Allocation:

The 40 selected participants will be divided into two groups, 20 each group:

an online learning group and an offline learning group. Each group will consist of

students from similar demographics, socioeconomic backgrounds, and academic

abilities. The online group will all need to be equipped with an internet connection

and an electronic device to participate in the online learning platform. The

electronic device will not be standardised as to allow a base of variations in

effectiveness to the learning process and discussion on findings.

A standardised t-test recognised and utilised by the Ministry of Education (

Ujian Akhir Sekolah Rendah ) will be used to ensure that the groups are

comparable in terms of demographic characteristics and pre-existing academic

abilities. The random allocation process will minimise the impact of confounding

variables and increase the internal validity of the study.

4.5. Data Collection:

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 a. Quantitative Analysis: Statistical techniques such as t-tests, ANOVA, and

regression analysis will be employed to analyse the quantitative data. These

analyses will examine the differences in academic performance, engagement, and

satisfaction between the online and offline learning groups.

b. Qualitative Analysis: Thematic analysis will be conducted on the interview

and focus group transcripts to identify recurring themes and patterns related to the

effectiveness of online and offline learning. Coding and categorization will be

performed, and relevant quotes will be extracted to support the findings.

5. SUMMARY

This comparative study aims to provide valuable insights into the effectiveness of online

and offline learning for lower graders. By analysing the academic performance, social

interaction, engagement, and preferences of students in both settings, the research will offer

guidance for educators and policymakers in designing age-appropriate and effective

learning approaches. Ultimately, this study seeks to enhance the quality of education and

promote optimal learning experiences for lower graders.

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CHAPTER TWO

1. THEORIES

1. Cognitive Load Theory (Sweller, 1988):

Cognitive Load Theory suggests that the effectiveness of learning is influenced by the

cognitive load imposed on learners. Offline and online learning may differ in terms of

cognitive load due to factors such as presentation format, interactivity, and multimedia

elements. For example, offline learning materials may rely more on text-based information,

while online learning may include multimedia resources such as videos, interactive

simulations, or games that can increase cognitive load.

Cognitive Load Theory suggests that the cognitive load imposed on learners during

instruction impacts their learning outcomes. This theory can be applied to investigate how the

different modes of learning (offline and online) affect the cognitive load experienced by lower

graders, which in turn may influence their learning effectiveness.

2. Social Constructivism (Vygotsky , 1978):

Constructivism suggests that learning is an active process of constructing knowledge based

on prior experiences and interactions with the environment. Online learning environments

often offer interactive and multimedia resources that allow students to explore and construct

their understanding. Offline learning may involve more direct instruction and teacher-led

activities. You could investigate how the construction of knowledge differs between offline

and online learning and its impact on students' conceptual understanding.

Social Constructivism emphasizes the role of social interactions and collaborative learning

in the construction of knowledge. This theory can be used to explore how offline and online

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learning environments facilitate peer interactions, scaffolding, and collaborative learning

among lower graders, and how these factors contribute to their learning effectiveness.

3. Self-Determination Theory (Deci & Ryan, 1985):

Self-Determination Theory emphasizes the importance of intrinsic motivation, autonomy,

and competence in learning. Offline and online learning environments can differ in terms of

learner autonomy and control over the learning process. For instance, online learning

platforms may provide learners with more flexibility and control over pacing and content

selection, while offline learning may involve more structured and teacher-led instruction. You

could explore how these differences affect students' intrinsic motivation and engagement in

the learning process.

Self-Determination Theory posits that learners are motivated when their basic psychological

needs for autonomy, competence, and relatedness are fulfilled. This theory can be employed

to examine how offline and online learning environments support learners' autonomy,

competence development, and social connectedness, and how these factors impact the

effectiveness of learning among lower graders.

4. Social Learning Theory (Bandura, 1961):

Social Learning Theory posits that individuals learn by observing and imitating others.

According to the social learning hypothesis, people pick up new skills through reinforcement,

imitation, and observation. Children observe the people around them behaving in various

ways. This is illustrated during the famous Bobo doll experiment (Bandura, 1961). According

to the theory, social learning occurs in four stages which is first, Attention; people must pay

attention to the behaviour they are watching in this stage. Focusing on the behaviour of the

model is necessary for this. Second, Retention; during this phase, people must recall the

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behaviour they saw. Memory storage and cognitive processing are involved. Third,

reproduction; during this phase, people make an effort to imitate the behaviour they have just

seen. This could entail working on the behaviour until it can be executed correctly. Fourth,

motivation; at this level, people must have a motive for engaging in the behaviour. This could

include positive reinforcement, negative reinforcement, social approbation, rejection, or other

incentives.

In an online learning context, social interactions can occur through virtual discussions,

collaborative projects, or peer feedback. Offline learning, on the other hand, may provide

face-to-face interactions with peers and teachers. You could examine how social learning

processes differ between offline and online environments and their impact on learning

outcomes.

5. Media Richness Theory (Daft & Lengel, 1984):

Richard Daft and Robert Lengel introduced the concept of "media richness" in the framework

of their media richness theory (MRT) in 1984. The density of learning that can be

communicated through a particular communications medium is referred to as media richness.

According to MRT, face-to-face interaction enables the simultaneous interpersonal

interchange of cues from language content, tone of voice, facial emotions, gaze direction,

gestures, and postures, making it the richest medium. In the past two decades, the term

"media richness" has been expanded to represent the advantages and disadvantages of new

media, including voicemail, websites, video conferencing, and instant messaging in addition

to email. Because people frequently choose communication media throughout the day without

thinking about the implications of their decision or the degree to which the message's

substance fits the chosen medium, media richness deserves to be better understood

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 Media Richness Theory asserts that the choice of communication media affects the

richness of information transmission, leading to different outcomes. This theory can be used

to explore how the richness of communication channels in offline and online learning

environments influences the effectiveness of information delivery and student engagement

among lower graders.

6. Information Processing Theory (Wang, Liu, & Wang, 2003):

Information Processing Theory focuses on how individuals perceive, encode, store, and

retrieve information. It is based on the idea that individuals don't merely respond to external

cues. Despite the fact that scientists believe the principles and functions of the brain are rather

straightforward, the size and scope of neural networks and their behaviours are extremely

powerful as a whole (Wang, Liu, & Wang, 2003).

Offline and online learning may vary in terms of the presentation format and the

availability of immediate feedback. For example, online learning platforms may provide

instant feedback through automated assessments or adaptive learning systems, while offline

learning may rely on delayed feedback from teachers. You could explore how these

differences affect students' information processing and their ability to apply knowledge in

different contexts.

2. REVIEW OF RELATED LITERATURE

Online learning vs. offline learning is still a hot topic for discussion in the literature. When

evaluating the effectiveness of online learning on student performance in comparison to the

conventional offline learning medium of instruction, a review of the literature reveals

conflicting results (Lundberg et al., 2008; Nguyen, 2015). Numerous investigations carried

out before the year 2000 reveal what is now referred to as the "No Significant Difference"

phenomena in the empirical literature (Russell & International Distance Education Certificate

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Centre (IDECC), 1999). Over 350 comparative studies on online/distance learning vs offline

learning, dating back to 1928, were included in the ground-breaking study of Russell and

IDECC (1999). Overall, the author finds no detectable difference in educational outcomes

between online and conventional offline classroom settings.

Similar "no significant difference" results are discovered in subsequent investigations

(Arbaugh, 2000; Fallah & Ubell, 2000; Freeman & Capper, 1999; Johnson et al., 2000;

Neuhauser, 2002). Despite the fact that Bernard et al. (2004) similarly discover that there isn't

a meaningful difference in achievement between online and offline education generally, the

study did find a meaningful variation in student performance for certain tasks. The results

demonstrate that students who take classes in person perform better than those who take

synchronous online programmes, which compel online learners to take part in live sessions at

set times. However, asynchronous online courses—where students may access course

materials whenever they want—perform better than traditional classroom settings. Recent

studies show considerable differences between the outcomes of online learning and those of

offline learning.

According to Parkes, Stein, and Reading's (2015) study, which looked at how prepared

higher education institutions are to implement e-learning, students are not as prepared as they

might seem to be for the technologies used in online schools. The students lacked the

necessary skills to think critically about how to organise information, respond accurately and

succinctly, and summarise ideas using the technology utilised in online learning. The

usefulness of online learning environments for elementary school children was investigated

by Vrasidas and McIsaac (2015). According to the study, online education can foster

opportunities for individualised instruction, higher levels of student motivation, and improved

teamwork. However, difficulties like the requirement for technical assistance, the necessity

for self-regulation abilities, and social interactions were noted as potential restrictions.

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 The effect of online and offline learning on elementary school pupils' engagement and

motivation was studied by Henderikx et al. in their 2018 study. The results revealed that

interactive features, multimedia components, and gamified elements in online learning can

increase student motivation and engagement. To guarantee effective learning, the study also

emphasised the necessity for proper pedagogical strategies and instructor facilitation. Johnson

and Watson's 2019 Case Study: In a primary school context, Johnson and Watson conducted a

case study comparing the online and offline learning experiences. According to the survey,

online learning environments provided flexibility, individualised learning opportunities, and

easy access to a variety of resources. However, study also highlighted how crucial it is to

strike a balance between screen time and other activities, keep students' attention, and offer

enough support and scaffolding in the online world.

According to study by Dhawan (2020), online education can be a lifesaver during the

Covid 19 crisis. He also points out that while some students are still using the offline system,

others are being pushed to participate in global pandemics. According to Dhawan (2020),

Ed-tech start-ups are expanding quickly in terms of providing online learning and combining

multimedia. People have issues with numerous technology, and students lack motivation. This

is a serious obstacle for online education. However, thanks to Ed-Tech start-ups, students and

teachers now have the chance to learn in a relaxed, efficient, and engaging environment while

also solving a variety of issues with better technology and research. For pupils in primary

school, Clark (2020) did a meta-analysis comparing the results of online and offline learning.

The results showed that online learning can be just as productive in raising academic

achievement as offline learning. To maximise the advantages of online learning, the study

also emphasised the significance of instructional design, instructor assistance, and student

involvement. According to Khafit, Sulastri, and Fauzan (2020), students' use of e-learning is

significantly influenced positively by perceived usefulness, perceived ease of use,

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self-confidence, and subject matter standards. To maximise learning in certain circumstances,

some crucial components of the online process must be incorporated. Because they would

comprehend the subject being taught using an offline teaching technique better, more students

choose offline training to online instruction, according to Rachmah (2020). Students' listening

skills increase more in a school setting without technology. The use of friendly tools to

assimilate and comprehend students' information, the provision of trustworthy, interactive,

and a variety of electronic resources, the use of social networks to build students' online

communities to lessen their feelings of isolation, and the administration and development of

internet infrastructure are among these crucial features (Huang, Tlili, Yang, Chang, Wang,

Zhuang, & Liu, 2020).

Cavanaugh (2021) reviewed the literature to determine whether online learning for

elementary school pupils is successful. The review emphasised the advantages of online

learning, including individualised training, adaptability, and expanded access to learning

resources. It also highlighted the significance of taking into account aspects like technological

readiness, domestic assistance, and the advancement of digital literacy abilities. According to

Allo (2021), the circumstances brought on by the Covid 19 virus has made the impact of

pandemics on education a crucial subject for researchers. Additionally, students have a

favourable opinion of e-learning and find it useful.

3. SUMMARY

In education, various theories and approaches are employed to guide instructional practices

and understand the learning process. All theories provide educators with frameworks to

understand how students learn and develop effective teaching strategies. However, it’s

important to note that educational practices often incorporate multiple theories, as different

learners may benefit from various approaches.When comparing online learning (also known

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as e-learning or distance learning) and offline learning (traditional face-to-face instruction),

several theories and considerations come into play. It’s worth noting that these theories are

not exclusive to either online or offline learning. Both modes can incorporate multiple

theories, and effective educational practices often blend approaches to meet the diverse needs

of learners. Additionally, the choice between online and offline learning depends on factors

such as the learning context, resources available, and individual preferences and

circumstances.

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CHAPTER THREE

1. Methodology

Methodology for a Comparative Study between the Effectiveness of Online and Offline

Learning among Lower Graders

2. Research design

This study will employ a mixed-methods research design, combining quantitative and

qualitative approaches to gather comprehensive data on the effectiveness of online and

offline learning among lower graders. The research design will allow for a more holistic

understanding of the research question and provide triangulation of data for increased

validity

3. Samples

The sample will consist of 40 primary students from the same class, carefully selected to

ensure minimal diversity in terms of demographics, socioeconomic backgrounds, and

academic abilities. Random choice of student sampling will not be employed to minimise

selection bias. A sufficient sample size of 40 students for each category will be put through

power analysis to achieve statistically significant results.

4. Variables and conceptual framework

This research will examine participants' feelings and behaviour during and after class to

assess learning. These include class focus, pleasure, excitement, knowledge of educational

content, and drive to continue studying about the subject beyond class. Learning effectiveness

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and most independent factors were measured on a five-point Likert scale (Table 1).

Participants were asked whether they had class issues to assess environmental concerns.

Variable Type of Questions Responses

Learning Concentration during participation in a Very high = 5

effectiveness physical class Very low = 0

Concentration during participation in an

online

Comprehension of instructional content Very high = 5

from a physical class Very low = 0

Comprehension of instructional content

from an online class

Enjoyment in learning during a physical Very high = 5

class Very low = 0

Enjoyment in learning during an online

class

Enthusiasm about learning in a physical Very high = 5

class Very low = 0

Enthusiasm about learning in an online

class

Motivation to continue learning about the Very high = 5

topic Very low = 0
after completing a physical class

Motivation to continue learning about the

topic
after completing an online class

Independent variables for the multiple regression analysis

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Variable Type of question Responses

Interaction with I1: Learning support from the Very satisfied = 5

instructor instructor during class Not satisfied = 0

I2: Learning support from the Very satisfied = 5

instructor after class Not satisfied = 0

Interaction with I3: Learning support from Very satisfied = 5

classmates classmates during class Not satisfied = 0

I4: Learning support from Very satisfied = 5

classmates after class Not satisfied = 0

Ability to engage I5: Ability to use devices and Very high = 5

in learning follow instructions Very low = 0
activities during
class

Quality of online I6: Continuous functionality of Very satisfied = 5

platforms and the online platform during class Not satisfied = 0
learning tools
I7: Ability to clearly hear the Very satisfied = 5
instructor’s explanations Not satisfied = 0

I8: Ability to see instructional Very satisfied = 5

media shown by the instructor Not satisfied = 0

Situational I9: Disturbances due to the Yes, No

challenges environment such as family
activities and nuisance from
construction sites

I10: Distraction because of Yes, No

external factors such as possible
access to other websites and
other attractive acitivities.

I11: Learner software errors Yes, No

I12: Learner hardware errors Yes, No

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5. Instruments for data collections

First, the developed questionnaire will be validated using the face validity technique.

Primary testing of the questionnaire will also be conducted with 40 Year 5 students

who participated in the study.The surveys will be administered in SK Bangsar..

Demographic variables, including gender, major, and living status, will be computed

initially. Second, paired sample t-tests that compare the learning efficacy of

face-to-face and online courses on the same topic. Next, a multivariate regression

analysis to identify characteristics that substantially affect online course learning

efficacy.

6. Pilot test

A pilot test will be conducted with 40 participants that are not participants of the

research. To test internal consistency Cronbachs’ Alpha will be calculated for the

scales that are to be used to measure all the study variables.

7. Validity and reliability

When gathering quantitative information, a structured questionnaire will be used. A

questionnaire of this kind will be developed in such a manner that it can capture the

particular and intended information that is being sought. Additionally, it may be also used

to launch formal inquiries, confirm hypotheses, supplement and check previously

acquired data, and examine data that has been previously accumulated.

8. Procedures

In the first step of the validation process, a face validity assessment will be performed on

the newly constructed questionnaire. In addition, the primary testing of the questionnaire

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 will be carried out with a group of twenty students who were not involved in the research.

In order to perform a check on the reliability of the scales that were used throughout the

research, every single piece of data that has been gathered will have its value computed.

Participants in this research project will be selected at random from among students in

primary 5 in the same class. First, descriptive statistics will be computed for the

participants' demographic characteristics. These characteristics included participants'

gender, level of primary education, number of siblings, and accommodations. In the second

step of the research process, paired sample t-tests will be carried out to investigate whether

or not there will be significant variations in the educational value of in-person vs online

instruction for the same topic. After that, a multiple regression analysis will be carried out

in order to determine the elements that have a major influence on the efficiency with which

students learn from online courses.

Ethical Considerations:

The study will adhere to ethical guidelines, ensuring informed consent from participants

and guaranteeing data protection and privacy. Confidentiality will be maintained

throughout the research process, and any identifiable information will be anonymized.

9. An outline structure of the study

An outline serves as a general guide and the structure may vary depending on the specific

requirements of the research study or the academic institution..

The outline structure for this research study is as below:

a. Introduction

b. Literature Review

c. Methodology

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 d. Results

e. Discussion

f. Conclusion

g. References

10. Data Analysis

a. Quantitative Data:

i. Pre- and Post-tests: Standardised t-tests recognised and utilised by the

Ministry of Education ( Ujian Akhir Sekolah Rendah ) will be administered to both

groups before and after the learning intervention to measure academic performance

and assess learning gains.

ii. Surveys: Validated surveys will be used to collect data on student

engagement, motivation, satisfaction, and perceived learning outcomes. Likert scale

items and open-ended questions will be included to capture diverse perspectives.

b. Qualitative Data:

i. Interviews: Semi-structured interviews will be conducted with a subset of

participants from both groups to gain in-depth insights into their experiences with

online and offline learning. Interviews will explore aspects such as challenges,

preferences, and perceptions of the effectiveness of each learning modality.

ii. Focus Groups: Group discussions will be conducted with students,

teachers, and parents to gather multiple perspectives on the advantages and

disadvantages of online and offline learning. Focus groups will provide a platform

for rich dialogue and the exploration of shared experiences and opinions.

This research will investigate the feelings and actions of the participants before, during,

and after the lesson in order to determine how well participants learned. These will include

26
the participants' level of focus while the class is in session, their pleasure of learning, their

level of excitement about the class, their level of knowledge of the instructional content,

and their desire to continue learning about the subject after the session. A Likert scale with

five points was utilised to evaluate the efficiency of the learning process as well as the

majority of the independent factors (see Table 1). The participants will be prompted to

declare whether or not they had particular issues over the course of the lessons so that the

environmental obstacles could be measured.

11. Summary

This comparative study aims to provide valuable insights into the effectiveness of online

and offline learning for lower graders. By analysing the academic performance, social

interaction, engagement, and preferences of students in both settings, the research will offer

guidance for educators and policymakers in designing age-appropriate and effective

learning approaches. Ultimately, this study seeks to enhance the quality of education and

promote optimal learning experiences for lower graders.

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