CHAPTER1

INTRODUCTION

1.1 Introduction

Teachers, administrators and parents had worked hard to keep learning alive;
nevertheless, these efforts were not likely to provide the quality of education that was
delivered in the classroom. Even more troubling was the context: the persistent
achievement disparities across income levels. School shutdowns cause disproportionate
learning losses for students compounding existing gaps. This could have long-term
effects on these children’s long-term academic achievement. The pandemic that had
plagued almost all the world since December 2019 until now had been popular with a
new corona virus named Covid-19 (Rahman&Bahar, 2020).

Due to Covid-19 government policy was that to change learning environment from
school to home. Most of the governments around the world had initiated a common goal
to curb the spread of this highly contagious disease by imposing lockdown,
social/physical distancing, avoiding face-to-face teaching-learning, and restrictions on
immigration (Gonzalez et al. 2020). Around 600 million school-going learners were
affected across the world due to the closing down of educational institutions (Goyal,
2020).Raju (2020) argued that there was a need to adopt innovative teaching for
continuing education and to overcome mental stress and anxieties during the lockdown.

Covid-19 resulted in experiences of psychological problems, such as anxiety, depression,

and stress, for many individuals (Xiang et al., 2020). Children and adolescents were
more vulnerable to the psychological effects of the Covid-19 epidemic than adults
because of their immature cognitive and emotional regulation systems, and they tend to
show more negative psychological outcomes. For example, the prevalence rate of
anxiety was 18% in Chinese adults (Zhen & Zhou, 2020) whereas it was 22% in Chinese
children and adolescents (Li,Wang, Yang, Lei, & Yang, 2020). Hence, the mental health
of children and adolescents became a focus of psychological services after the outbreak
of the Covid19 epidemic. In a school system, in addition to children and adolescents,

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teachers were also affected by the Covid-19 epidemic and experience psychological
distress and ongoing teacher student and peer–peer interactions also result in a
distressing atmosphere (Zhou, 2020).

A significant positive impact of Covid-19 was reported on learning efficiency and

performance by adopting online learning strategies (Gonzalez et al. 2020). This study
aims to check what was their learning status after the reopening of schools and how
much supportive their teachers were? In lockdown there were so many hurdles for
students to take online classes. This study was looking for how much students loss
during school closures varies significantly by access to remote learning, the quality of
remote instruction, home support, and engagement. What was their learning status now,
whether the loss due to Covid-19 was extensive or it had been recovered soon? Whether
they found their teachers supportive?

Distancing among students and between students and teachers was not possible. There
might be the SOPs for students after reopening the schools, studying in small groups and
minimizing the students’ activities and transportation. Teachers and parents should lead
by wearing facemasks, hand hygiene, keeping physical distance etc. School attendance
should be avoided at any sign of illness. Learning from home may also reduce the need
for class attendance; outdoors classes should also be considered (Stein Zamir et al.,
2020).

Nevertheless, there have been always a chance that some faculty who were not techno-
savvy will not be able to cope up with this mode (Burgess&Sievertsen, 2020). The
transition to online mode had raised questions for the faculty about their capability to
deal with the existing technology (Ahmed,Allaf&Elghazaly, 2020). Furthermore,
computers and IT equipment at home were now in high demand from parents, children
and other relatives who must work from home. Thus, working at home was going to be a
difficult task for the teachers. Also, many educational institutes do not have enough
infrastructure or resources to facilitate online teaching with immediate effect (Bao,
2020). What about those students who do not had access to laptops and internet facilities
at home? Was it possible to conduct labs’ activities, such as practical’s and music

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lessons? What will happen to those students whose courses could not be taught online?
The quality of online education was a critical issue that needs proper attention.

Secondary school students in most public and private schools ended their academic year
2020 without sitting for their examinations as many public and private schools
administers had assessment tests for students at the end of each of the three terms of the
academic year. Education was not directly affected by the effect of the Covid-19, but
effect of this disease was on the effective provision of education to the learners across
the globe. The closure of schools was a positive response by government to protect
school going children from possible risks of contracting Covid-19 because school
environments were places where hundreds of students met and was making them
dangerous places where disease can rapidly spread (Sintema,2020). Thus, purpose of this
study was to report what was learning status of students after the reopening of schools.
This study was therefore important that it also give information about teacher support
after reopening of schools, in taking students back to the track. This study contributes to
the literature in the scenario of Covid-19 effects and students learning status, what major
role a teacher was playing in bringing student learning status back to satisfactory level.

Teachers were feared about the learning status of students, 2020 promoting the students
without examinations were likely to drop in overall performance (Sinetma, 2020). The
Covid-19 had adverse effect on education, reason for this expected trend was largely due
to the loss of contact hours for secondary school students and lack of E-learning
facilities that students could have been using to interact with their teachers (Crawford et
al., 2020). Teacher should expect drop in the performance of secondary level students,
and it might cause increase in number of Covid-19 cases. It was also a general feeling
that government was not likely to postpone the start date of schools, was this cannot
bother so much loss in case of student’s performance. Thus, in the short period of time
students and teachers were expected to trounce affects in their performance,
consequently teacher support was main things that was watched after reopening of
schools, these things will decide how students came back to track easily or it was a case
of long lasting. The Covid-19 pandemic undeniably caught education systems and
learners off guard, this situation revealed gaps in the curriculum (Cahapay, 2020). One

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of the steps to address this gap was to develop a set of preparedness competencies
forming a goal of the curriculum. The coming new normal post-Covid-19 era can be
attachable moment for content that was significant, relevant, and useful.

Student engagement has always been a challenge today and tomorrow, whether offline
or online. Taking online session was forums where students have social interaction with
each other, as humans, we are social animals we need to collaborate, exchange our views
and share experiences with each other whether we were offline or online
(Shenoy,Mahendra,& Vijay, 2020). Hence this was the forum created to exchange their
ideas and give gratitude. So the problem that was in online assessment that teachers have
no direct supervision over students to check whether they were using barrowed materials
or they get help from other to solve assignment or online paper, all these things like
assessment adequacy, and how correctly student knowledge was measured, will define
their learning status (Gonzalez et al., 2020).The case was different in and secondary
level schools’ students were promoted without exam, what would be their learning status
was objective of this work.

1.2 Statement of the Problem

An infectious disease originated by SARS-COVID-2 virus started from Wuhan City in

China in December 2019, WHO declared it health emergency and this global pandemic
adversely affected the health, economics and education----the most, unprecedented in
our life, the largest interpretation in human history (UN policy,2020)

National governments in 49 country of world announced and implemented school

closure on March the 13th, 2020. Thirty-nine countries imposed lockdown countrywide
including Pakistan, USA, UK, Central Europe, Africa and Asia. And 22 countries
imposed lockdown at local level. The figure increased by March 2020, 73 countries
according to the UNESCO, by July 2020, 98.6% learners affected by the pandemic and
1.725 billion children and youth from pre-primary to higher education in 200 countries
ceased to attend school.(United Nations, 2020).

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Social distancing and restricted movement policies had significantly disturbed the
traditional educational practices; there was a paradigm shift to deliver quality education
through various online platforms. E-learning and digital technology emerge as a new-
normal and played crucial role in this exceptional situation by helping schools and
educational institutions for student learning, though many countries had substantial
issues with reliable Internet connectivity and access to digital devices particularly in
developing countries like Pakistan in South Asia with respect to economic hardships,
Pakistan was known as the 10th largest Internet country with 76.83 million users (Data
portal, 2020), even this credible rating, the Southern part of the Punjab was backward
economically and far flung area from the national & provincial capital, also suffered the
severe blow of the pandemic and this region had to be adopted the digitalization with all
its difficulties, to keep the teaching learning process on. By adopting this new normal,
the whole process needs to be gauged for proper attention as the questions arose for
effective provision of what was required for Haves & Have-nots in Southern Punjab. To
calculate the impact of pandemic on learning of students study as " Impact of COVID-
19 on academic achievement of students and development of guidelines for teaching
secondary level students during pandemics in Southern Punjab" was gathered the factual
data of students learning, their difficulties and teacher contributions during the pandemic
that was reflected the ground realities and inequities between Haves & Have-nots. This
study also points out the areas of development, government responsibilities and future
needs to cope up with such calamities particularly by way of educational requirements to
anticipate properly.

1.3 Objectives of the Study

To achieve the aim of the study, following research objectives were designed. As
follows:

1. To study the impact of Covid-19 Pandemic on students’ academic

achievement.

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 2. To examine that Covid-19 was the origin of new beginning for
students’ academic achievement.

3. To identify the student needs for their academic achievement during

Covid19 Pandemic.

4. To examine the difficulties of students faced during this challenging

Pandemic.

5. To explore the teacher response regarding educational loss of

students and to enhance their academic achievement in Post Covid-
19.

6. To develop and validate guidelines for teaching secondary level

students during Pandemics in Southern Punjab.

1.4 Research Questions

Research Questions of the Study were:

1. What was the impact of Covid-19 on the students’ achievement?

2. Weather Covid-19 was the origin of new beginning for the students’ academic
achievement in Pandemic?

3. What were the students’ needs for their academic achievement?

4. What were the teachers supportive response regarding educational loss of

students for their academic achievement in Post Covid-19 Pandemic?

5. Which suggestions would be suitable in Post Covid-19 Pandemic?

1.5 Rationale of the Study

Impact of Covid-19 on education institutions was beyond expression of words. Teachers

were suggested to deliver online lecture, but the problem was that in university level it
makes sense that students may get benefit from this the best alternative, but it was not
the same for all level of educational categories like secondary level students who want
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extra care. Remote deliverability of lectures was just to minimize impending loss due to
this crisis. Every crisis had its own negative impacts on society, whether the workers
work in organization or students studying in educational institutions at different levels
(Klankhajhon, 2020). Impact might be significantly changed at different categories, so
this study was looking for impact of Covid-19 on learning status of secondary level
students. Remote teaching methods vary across society level from poor to rich, the poor
have their own limitations while accessing virtual learning environment. Online learning
system was also not useful for hearing impaired students (Manzoor & Ramzan, 2020).
This Covid-19 crisis has hampered education system very badly, this study was intended
to know what were the learning achievements of students when they came back to
school, how teacher role was important in minimizing the loss that was imposed on
educational institutions due to lockdown. Scholars should study how students get
affected from this pandemic academically (Shivakumara, 2020). Most of studies were
there which study has the useful impact, and a good alternative was online learning
system. But studies lack to show the real image of students’ academic achievements. On
the other side researchers focus on accessibility and limitations of students but not
clearly mention that whether online system was the perfect substitute or this was just a
face covering technique for educational institutions. Researcher should study student’s
response to this crisis how they survive in this lockdown academically. Academic
achievements were very important aspects that need to be studied.

Student and teacher interaction play a critical role in students learning status. Teacher
sometimes becomes a role model for his students to go upward spirals in their career
(Poulou, 2020). In previous studies teacher role was just mentioned and studied in
remote learning system and researcher tries to discuss and elaborate some useful steps to
be followed in remote learning system. So, gap was still there for proper attention to
academic achievements of the students as they struggled in this crisis academically, the
study was also looking for the important role of teacher in students’ academic
achievement. With all these preventive procedures that were to be followed in schools
how teachers will distance themselves if teachers were trying to cover the academic
loss? Interaction with colleagues and teachers were important part of learning, students
emotionally and physically attached with their fellows, if students get distance from

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them, what effect would be on learning (Radwan,Radwan,&Radwan, 2020).Researcher
needs to address these things after reopening of the schools.

This study was valuable for both teachers and students who want to identify factors that
could improve students’ performance, to minimize academic loss after reopening of
school. It was also useful for institutes to enhance teacher support towards students,
through professional development and intensive care. Research on educational institutes,
was important due to its role that guarantees the welfare and quality of human social life.
Additionally, it was a fact that every sector was affected due to Covid-19, but education
sector needs special attention, know the academic achievement of students after
reopening of the schools. This study intended to investigate the most basic social capital
development, like secondary level educations where students were prepared for the
bright future. This study would investigate the academic achievement of students after
the reopening of schools after Covid-19 pandemic wave. It was important for institutes
and parents to know what was their students and children learning status, how to manage
themselves to be on track, how they minimize the effect of Covid-19 pandemic, and
institutes may facilitate with full support from teachers.

1.6 Limitations of the Study

The study focuses only on Southern Punjab (Rahim Yar Khan, Rajanpur, and Lodhran
districts), limiting the generalizability of findings to other regions of Pakistan or globally.
The study uses stratified sampling, which may fully capture the diversity of student and
teacher experiences across all socioeconomic backgrounds. The sample includes
only public and private secondary schools, excluding primary or elementary School
levels. The study relies on self-reported data (questionnaires and interviews), which may
be subject to response bias (e.g., students or teachers over/underestimating learning
losses). The study focuses on the immediate post-reopening phase, missing long-term
trends in learning recovery. While the study aims to develop guidelines for future
pandemics, it does not test their feasibility or effectiveness in real-world settings.

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1.7 Delimitation of the Study

The study relates to the public and private secondary schools of Southern Punjab, such
as it required a lot of resources and time. Consequently, the study was delimited to
Rahim yar khan, Rajanpur and Lodhran districts of Southern Punjab. The study was
delimited to the following:

1. Male and Female public secondary schools in Southern Punjab (Rahim yar khan,
Rajanpur and Lodhran).

2. Male and Female Teachers who were teaching to the secondary school classes.

1.8 Research Design

The present study was fundamentally descriptive in nature. The study aimed to
investigate the impact of Covid-19 on the academic achievement of students and their
teachers support at secondary school level. The data collection was involved both
quantitative and qualitative methodologies (QUAN-QUAL method), using questionnaires
for quantitative data and interviews for qualitative data. To gather this impact the annual
results of the 9th and 10th classes were utilized for the students’ academic achievement,
moreover questionnaire and interview protocol for teacher’s contributions.

1.8.1 Population of the Study

The study's target population was secondary school male and female students, teachers
and head teachers in the public and private secondary schools in three districts (Rahim
Yar Khan, RajanPur, and Lodhran). The total population was 81,172 (male = 45,024 and
female = 36,148) students and 2,164 teachers from 544 (327 male and 217 female)
schools. From the three districts, Rahim Yar Khan had the major representation with
49,173 students and 327 schools while RajanPur had 17,951 students from 93 schools

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and Lodhran had a total of 14,048 students from 124 schools. This overall population is
an ample for examining the effects of the pandemic on education in the southern region
of Punjab, Pakistan.

1.8.2 Sample and Sampling technique

The study sample included 4,059 students (5% of the total population), 216 teachers
(10% of all the teachers), and 109 schools (20% of total schools) from three districts:
Rahim Yar Khan (2,459 students, 127 teachers, and 65 schools), RajanPur (898 students,
44 teachers, and 19 schools), and Lodhran (702 students, 45 teachers, and 25 schools).
The sample was proportionate according to both the total number of students and
teachers, and sample size allowed for the representation of male and female students
within public and private secondary schools while also following the demographic
make-up of the community.

Stratified sampling method was used by researcher according to L.R. Gay's

specifications and the researcher selected the sample that represents the target
population. The researcher included a sample of students from the target population of
secondary school students, teachers and head teachers in Southern Punjab.

1.8.3 Data Collection and Analysis

The researcher personally collected the data from secondary school teachers and students
in sample located at Rajanpur, Rahim Yar Khan and Bahawalpur Districts of Southern
Punjab. Before collecting the data, consent for data collection was obtained from
respondents. The collected data was analyzed by using Statistical Package for Social
Sciences (SPSS) version 25. The data collected through questionnaire and interview
protocol was analyzed by using priority frequency of responses.

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1.9 The Conceptual Framework

The conceptual Framework of the study was developed by the researcher with regards to
the COVID Pandemic impact on student academic achievement at secondary level with
its relevant factors that was social distancing, digital technology, student learning and
teacher support. To study with these components the researcher will collect/gather the
significant findings/information for future educational needs to cater the calamities and
pandemics with regards to inequities and disparities of educational system, infrastructure
and teacher capabilities in Southern Punjab.

Fig 1.1 Conceptual Frame Work (Source: Self-created)

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1.10 Definitions of Key Terms

1. Covid-19

A contagious infectious disease due to the SARS-CoV-2 virus, initially reported in

Wuhan, China (December 2019). It resulted in the closure of schools worldwide, online
learning, and wide-ranging discontinuations in education systems.

2. Academic Achievement

The quantifiable learning achievements of students, such as grades, scores, and mastery
of skills, represent their educational advancements during and after the pandemic.

3. E-learning

Electronic learning via online platforms (e.g., Zoom, Google Classroom) that substitute
in-person classes during school shutdowns, sometimes needing internet connectivity and
devices.

4. Digital Literacy

The capacity to use technology efficiently for learning purposes, such as using net, online
tools, judging digital content, and applying cyber security measures.

5. Pedagogical Proficiency

A teacher’ ability in instructional practices such as shifting to online/hybrid education,

interacting with learners remotely, and filling the learning gaps after the pandemic.

6. Socio-Economic Gaps

Educational disparities attribute to income, geography, or infrastructure (e.g. students of

low income who do not have devices/Internet for E-learning).

7. Parent's Collaboration

Parents envolvement in facilitating home-based learning (e g, monitoring online lessons,

supplying materials) particularly during school shutdowns.

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