February 2024, Volume 2, Issue 2

Author

Akshaya Sekar, Geetha Anasuya Vithal, Nithyapriya Chinnaraju and Jeevithan Shanmugam

Abstract

Introduction: India, with its massive population, witnessed a surge in COVID-19 cases leading to a nationwide lockdown, profoundly affecting the education sector. The closure of schools for an extended period exacerbated the learning gap among students, prompting a swift transition to online education. This abrupt shift posed challenges for teachers unfamiliar with e-learning methods, necessitating a paradigm shift in teaching approaches. While virtual classrooms introduced logistical hurdles, they also spurred innovations like state-run education TV channels and doorstep education schemes. Materials and Methods: Ethical clearance was obtained, and a mixed-method survey was conducted among government and private school teachers in Western Tamil Nadu, using online platforms. The questionnaire covered teaching styles, online teaching difficulties, impact on physical well-being, gadget usage, and more. Data from 44 participants were analyzed using SPSS version 27, employing descriptive statistics, Chi-square tests, and Mann-Whitney U tests. Results: Of the 44 participants, 84.1% were females, and 61.4% were above 40 years. A majority (95.4%) taught in private schools, and 70.4% taught state board syllabus. While 72.7% spent 0-2 hours daily on online classes, 88.6% preferred live online classes. Network issues (75.7%) were the primary difficulty faced, and 56.8% felt the need for technology training. Health-wise, 47.7% spent 6-10 hours on gadgets, and 90.9% invested in gadgets for online classes. Conclusion: The study identified age-associated perceptions in schoolteachers regarding online teaching challenges but found no significant association between age and health issues due to increased screen time.