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© 2021 IJRAR October 2021, Volume 8, Issue 4 www.ijrar.org (E-ISSN 2348-1269, P- ISSN 2349-5138)
IJRAR21D1206
International Journal of Research and Analytical Reviews (IJRAR) www.ijrar.org
768
Impact of COVID-19 on the Overall Experience of
Teachers of Online Lectures in University and
Colleges with special reference to Kachchh Region
Mr. Dhirubha Sodha: Ph.D. Scholar Dept. of Economics, KSKV Kachchh University, Bhuj
Mr. Kumarjay Shakya: Ph.D. Scholar Dept. of Commerce and Management, C.V.M. University, Vallabh
Vidyanagar
Abstract: The COVID19 pandemic has affected almost all areas of living and education is one of it. The
teaching staff of Kutch University being one of the renowned universities of Gujarat shifted from physical to
online teaching. The paper here emphasis to study that teachers having ICT knowledge or not, whether have
taken training or not for online classes on the overall experience of online classes, online teaching platforms,
online assessments. The data is collected primarily using structured questionnaire responded by teaching staff of
Kutch University, Bhuj, Kutch. It is confined to Kutch region only. To analyse the data categorical and nominal
variables statistical tools like mean, rank mean, cumulative means, Chi square test and Mann Whitney test were
used. It explained mostly all teachers have knowledge of ICT except some Arts faculties. Almost faculties of all
colleges have taken training for online classes except few private colleges. The overall satisfaction level for
those who have no ICT literacy and not taken training for online classes was showed higher. Microsoft teams
and Google forms gives overall higher satisfaction in taking online classes and online assessment. The training
did not affect the satisfaction level while solving technical problems in online classes.
Keyword: COVID19, Krantiguru Shyamji Krishna Verma Kachchh University, Online Teaching.
Introduction:
The new COVID19 infection disease caused a global pandemic due to latest corona virus greatly infected
all sectors in the economy and education sector is not an exception amongst it. The Union Minister of Health and
Family Welfare, Government of India Dr. Harsh Vardhan on 16th March 2020 declared complete lockdown of all
educational institutes including schools, colleges and universities to control the spread of corona virus (1). The
government also announced to keep closed restaurants, museum, entertainment parks, gyms and other places of
mass gatherings. Due to uncertainty that when schools and colleges will reopen many educational institutes
shifted from physical to digital mode of teaching and started delivering lectures online, on radio, television and
others (2). The digital mode of teaching was just a substitute under the prevailing situation for the COVID19
pandemic situation it was not the complete solution as very few urban areas in the range of internet and
technology to get the facilities of online learning modes. So many marginalized communities are aloof from this
digital mode of teaching learning as majority of the rural areas are still not in the range of internet and
technology.
The Kratiguru Shyamji Krishna Verma Kachchh University established in year 2003 and named after the
revolutionary freedom fighter of Indian independence Shree Shyamji Krishna Verma from Mandvi, also
followed and instructed to close down physical classes to all its colleges. The university has 28 colleges and
more than 15000 students studying in arts, commerce, science, law, engineering and pharmacy. The university
gave complete freedom to the colleges for online classes for the benefit of its major stake holders that’s students
(3).
Literature Review:
Dr. Pravat Kumar Jena (2020) in his research article “Impact of Pandemic COVID-19 On Education In India”
focused on the positive and negative effect of COVID19 on the education sector in India. The article also studied
the steps taken by the Government of India in corona times and also provided suggestions for education to be
continued or not.
© 2021 IJRAR October 2021, Volume 8, Issue 4 www.ijrar.org (E-ISSN 2348-1269, P- ISSN 2349-5138)
IJRAR21D1206
International Journal of Research and Analytical Reviews (IJRAR) www.ijrar.org
769
Times of India (2020) article related to corona virus update informed that due to the vast spread of COVID19
the schools and colleges will be kept closed in order to control the spread of corona virus. The regular classes
can be shifted from physical to various online platforms. The institute or the university has complete freedom to
decide further important decisions regarding how to continue the classes till further update by the Department of
Education, Government of India.
Objectives:
1. To study the impact of Digital literacy in colleges and universities of Kutch University.
2. To study the overall experience of teachers in online education.
Hypothesis:
1. There is no significant relation between ICT knowledge of teaching staff among different streams and
colleges in Kutch University.
2. There is no significant relation between mean ranks of overall satisfaction level and experience of online
education of teaching staff of Kachchh University.
Research Methodology:
The study is based on primary data collected from structured questionnaire filled by teaching staff of
Krantiguru Shyamji Krishna Verma Kachchh University, Bhuj, KACHCHH. It is confined only to Kachchh
district of Gujarat, India. It basically aims to study the digital literacy level and overall experience of online
education. Statistical tools like mean and correlation were utilized to analyse the data.
Respondent Details:
Teac
hing
staff
of
Coll
eges and University Departments of
Krantiguru Shyamji Krishna Verma
Kachchh University filled the questionnaire. Out of total respondents 56% were male and 44% were female. It
included principals, professors, associate professors and many more throughout arts, commerce, science,
education and other streams. Out of total respondents more than 70% were from Commerce and Arts stream.
Based on location of the college 53% institutes were located in urban areas and 25% were from rural. Teaching
staff based on teaching experience covered 33% with less than three years of experience, 23.1% with 5 to 10
years of experience and 12.8% with more than 25 years of experience.
POST * GENDER Crosstabulation
GENDER
Total
MALE
FEMALE
POST
PRINCIPAL
3
1
4
PROFESSOR
1
2
3
ASSOCIATE PROFESSOR
3
3
6
ASSISSTEANT PROFESSOR
7
3
10
CONTRACTUAL
4
2
6
OTHERS
4
6
10
Total
22
17
39
GENDER
Frequency
Percent
MALE
22
56.4
FEMALE
17
43.6
Total
39
100.0
TEACHING EXPERIENCE
Frequency
Percent
0-3
13
33.3
3-5
5
12.8
5-10
9
23.1
11-15
3
7.7
16-25
4
10.3
MORE THAN 25
5
12.8
Total
39
100.0
STREAM * REGION Crosstabulation
REGION
Total
RURAL
URBAN
SEMI URBAN
STREAM
ARTS
7
4
3
14
COMMERCE
1
11
4
16
SCIENCE
1
2
0
3
EDUCATION
1
3
0
4
OTHERS
0
1
1
2
Total
10
21
8
39
REGION OF INSTITUTE
Frequency
Percent
RURAL
10
25.6
URBAN
21
53.8
SEMI URBAN
8
20.5
Total
39
100.0
© 2021 IJRAR October 2021, Volume 8, Issue 4 www.ijrar.org (E-ISSN 2348-1269, P- ISSN 2349-5138)
IJRAR21D1206
International Journal of Research and Analytical Reviews (IJRAR) www.ijrar.org
770
Data Collection and Analysis:
Hypothesis 1: There is no significant relation between ICT knowledge of teaching staff among different streams
and colleges in Kutch University.
ICT_LITERACY * INSTITUTE_TYPE Crosstabulation
INSTITUTE_TYPE
Total
GOVERNM
ENT
PRIVAT
E
GRANT IN
AID
ICT_LITERA
CY
YES
8
13
14
35
NO
3
0
1
4
Total
11
13
15
39
Chi-Square Tests
Value
df
Asymp. Sig. (2-sided)
Pearson Chi-Square
5.156a
2
.076
Likelihood Ratio
5.554
2
.062
Linear-by-Linear Association
2.403
1
.121
N of Valid Cases
39
a. 3 cells (50.0%) have expected count less than 5. The minimum
expected count is 1.13.
Table 1: Crosstabulation ICT Literacy and Institutes Type, Chi-square test on Institute type and ICT literacy.
ICT_LITERACY * STREAM Crosstabulation
STREAM
Total
ARTS
COMMER
CE
SCIENC
E
EDUCATI
ON
OTHER
S
ICT_LITERA
CY
YES
10
16
3
4
2
35
NO
4
0
0
0
0
4
Total
14
16
3
4
2
39
Chi-Square Tests
Value
df
Asymp. Sig. (2-sided)
Pearson Chi-Square
7.959a
4
.093
Likelihood Ratio
9.042
4
.060
Linear-by-Linear Association
3.094
1
.079
N of Valid Cases
39
a. 8 cells (80.0%) have expected count less than 5. The minimum expected count
is .21.
Table 2: Crosstabulation ICT Literacy and Streams, Chi-square test on Streams and ICT Literacy.
More than 89% teaching staff has knowledge of ICT from which few faculties from Arts stream of
government and grant-in-aid institutes did not have any knowledge of ICT. The Chi-square test for independence
will show the correlation between independent variables ICT literacy among different institutions and stream.
The Chi-square test resulted to 0.076 between ICT literacy – type of institute and 0.093 between ICT literacy –
Different Streams. The chi square result is greater than 0.05 level of significance hence accept null hypothesis
and thus conclude that there is no significant relation between ICT literacy and institutes type and stream.
© 2021 IJRAR October 2021, Volume 8, Issue 4 www.ijrar.org (E-ISSN 2348-1269, P- ISSN 2349-5138)
IJRAR21D1206
International Journal of Research and Analytical Reviews (IJRAR) www.ijrar.org
771
Hypothesis 2: There is no significant relation between mean ranks of overall satisfaction level and experience of
online education of teaching staff of Kachchh University.
To understand the overall satisfaction different independent variables like ICT literacy, training, teaching
platform, assessment and technical problem solving skills were analysed based on dependent variable i.e.
overall experience of online teaching, teaching platforms, assessment, assessment software and problem
solving techniques. To analyse the data Mann Whitney test was used which showed the significance relation
between independent nominal variable and dependent ordinal variable.
Further details as follows:
Pair
no.
Dependent Variable
Independent Variable
P1
Overall Experience of Online Teaching
ICT Literacy
P2
Overall Experience of Online Teaching
Training for online classes
P3
Overall experience of teaching platform
Online Teaching Platform/Software
P4
Overall experience of assessment
Online Assessment Platform/Software
P5
Overall experience of software used for assessment
Online Assessment Platform/Software
P6
Overall experience for solving technical problems
Training for online classes
(1) Mann Whitnet test Overall Online Teaching Experience on ICT literacy:
Ranks
ICT_LITERACY
N
Mean
Rank
Sum of Ranks
Overall_TEACHING_EXPERIENCE
YES
35
18.96
663.50
NO
4
29.13
116.50
Total
39
Test Statisticsa
Overall_TEACHING_EXPERIENCE
Mann-Whitney U
33.500
Wilcoxon W
663.500
Z
-1.932
Asymp. Sig. (2-tailed)
.053
Exact Sig. [2*(1-tailed Sig.)]
.092b
a. Grouping Variable: ICT_LITERACY
b. Not corrected for ties.
The result for Mann Whitney Test on Overall experience of Online Teaching and ICT literacy showed that mean
rank for NO ICT Literacy was higher which means that satisfaction level of online teaching was higher for them.
(2) Mann Whitney test Overall Online Teaching Experience on Training for online classes.
Ranks
TRAINING
N
Mean Rank
Sum of Ranks
Overall_TEACHING_EXPERIENCE
YES
27
18.00
486.00
NO
10
21.70
217.00
Total
37
© 2021 IJRAR October 2021, Volume 8, Issue 4 www.ijrar.org (E-ISSN 2348-1269, P- ISSN 2349-5138)
IJRAR21D1206
International Journal of Research and Analytical Reviews (IJRAR) www.ijrar.org
772
Test Statisticsa
Overall_TEACHING_EXPERIENCE
Mann-Whitney U
108.000
Wilcoxon W
486.000
Z
-1.044
Asymp. Sig. (2-tailed)
.297
Exact Sig. [2*(1-tailed Sig.)]
.371b
a. Grouping Variable: TRAINING
b. Not corrected for ties.
The Mann Whitney test on Overall online teaching experience and training for online classes showed that mean
rank for those who have received no training classes before teaching in online classes was higher which means
that satisfaction level is affected when training is not taken.
(3) Mann Whitney test on Overall experience of Online Teaching Platform on Online Teaching
platform used.
Ranks
TEACHING SOFTWARE
N
Mean Rank
Sum of
Ranks
OVERALL EXPERIENCE OF TEACHING
PLATFORM
GOOGLE MEETS
10
17.90
179.00
MICROSOFT TEAMS
25
18.04
451.00
Total
35
Test Statisticsa
OVERALL EXPERIENCE OF
TEACHING PLATFORM
Mann-Whitney U
124.000
Wilcoxon W
179.000
Z
-.042
Asymp. Sig. (2-tailed)
.967
Exact Sig. [2*(1-tailed Sig.)]
.986b
a. Grouping Variable: TEACHING SOFTWARE
b. Not corrected for ties.
The mean rank for Mann Whitney test on overall experience of online teaching and online teaching platform
explained that most of teachers are highly satisfied who used Microsoft Teams software for delivering their
online classes.
© 2021 IJRAR October 2021, Volume 8, Issue 4 www.ijrar.org (E-ISSN 2348-1269, P- ISSN 2349-5138)
IJRAR21D1206
International Journal of Research and Analytical Reviews (IJRAR) www.ijrar.org
773
(4) Mann Whitney test Overall experience of Online Assessment on Online Assessment
platform/software used.
Ranks
ASSESSMENT_SOFT
N
Mean Rank
Sum of Ranks
EXP_ASSESSMENT
GOOGLE FORMS
13
18.73
243.50
MICROSOFT FORMS
13
8.27
107.50
Total
26
Test Statisticsa
EXP_ASSESSMENT
Mann-Whitney U
16.500
Wilcoxon W
107.500
Z
-3.838
Asymp. Sig. (2-tailed)
.000
Exact Sig. [2*(1-tailed Sig.)]
.000b
a. Grouping Variable: ASSESSMENT_SOFT
b. Not corrected for ties.
The highest mean rank on Overall experience of online assessment platform and online assessment
platform/software used highlighted that satisfaction level of online assessment was high for those who have used
Google forms in assessment.
(5) Mann Whitney test Overall experience for software used for online assessment on Online
assessment platform/software:
Ranks
ASSESSMENT_SOFT
N
Mean Rank
Sum of Ranks
EXP_ASSESSMENT_SOFT
GOOGLE FORMS
13
15.65
203.50
MICROSOFT FORMS
13
11.35
147.50
Total
26
Test Statisticsa
EXP_ASSESSMENT_SOFT
Mann-Whitney U
56.500
Wilcoxon W
147.500
Z
-1.593
Asymp. Sig. (2-tailed)
.111
Exact Sig. [2*(1-tailed Sig.)]
.153b
a. Grouping Variable: ASSESSMENT_SOFT
b. Not corrected for ties.
The Mann Whitney test on overall experience of software used for assessment and online assessment software
showed that teachers who used Google forms for assessment was more satisfied by the functionality and working
of the software rather than Microsoft forms.
© 2021 IJRAR October 2021, Volume 8, Issue 4 www.ijrar.org (E-ISSN 2348-1269, P- ISSN 2349-5138)
IJRAR21D1206
International Journal of Research and Analytical Reviews (IJRAR) www.ijrar.org
774
(6) Mann Whitney test Overall experience for solving technical problems on Training for online class:
Ranks
TRAINING
N
Mean Rank
Sum of Ranks
EXP_TECHNICAL_PROBLEM_SOLVING
YES
27
19.00
513.00
NO
10
19.00
190.00
Total
37
Test Statisticsa
EXP_TECHNICAL_PROBLEM_SOLVING
Mann-Whitney U
135.000
Wilcoxon W
190.000
Z
.000
Asymp. Sig. (2-tailed)
1.000
Exact Sig. [2*(1-tailed Sig.)]
1.000b
a. Grouping Variable: TRAINING
b. Not corrected for ties.
Mann Whitney test results (0.05 level of significance)
Pair no.
Mann Whitney
Result
Significant
(Yes/No)
Null Hypothesis
(Accept/Reject)
P1
0.092
Yes
Reject
P2
0.371
Yes
Reject
P3
0.986
Yes
Reject
P4
0.000
No
Accept
P5
0.153
Yes
Reject
P6
1.00
Yes
Reject
The Mann Whitney test on Overall experience to solve technical problems and training taken for online classes
showed that there was no any effect of training on solving technical problems and the mean rank for satisfaction
level was same for both type of respondents who have received training and not received training.
TRAINING * INSTITUTE_TYPE Crosstabulation
INSTITUTE_TYPE
Total
GOVERNMENT
PRIVATE
GRANT IN AID
TRAINING
YES
8
8
11
27
NO
2
5
3
10
NOT APPLICABLE
1
0
1
2
Total
11
13
15
39
From the total respondents 69% received training earlier regarding how to teach in online classes at the
institution. Also there were about 25% people who did not receive any training for teaching in online classes.
Majority of Private institution’s faculty members did not received any training before conducting online classes.
© 2021 IJRAR October 2021, Volume 8, Issue 4 www.ijrar.org (E-ISSN 2348-1269, P- ISSN 2349-5138)
IJRAR21D1206
International Journal of Research and Analytical Reviews (IJRAR) www.ijrar.org
775
Findings and Conclusion:
In Kutch University there are 69% teachers who have taken training and 25% have not taken any training
for taking online classes from which majority are from private colleges.
All major streams expect some from Arts stream did not have ICT knowledge.
There is no correlation between ICT literacy and toe of academic institutes or stream.
The satisfaction level was high for those who have no ICT knowledge and not taken any training to take
online classes for their experience of taking online classes.
Microsoft Teams software gives more satisfaction to teachers for taking online classes.
The overall satisfaction level for Google forms as an assessment tool in online education gives overall
high satisfaction and ease to functionality than Microsoft forms for the faculties of Kutch University.
Lastly the training taken for online classes did not affect much on their satisfaction level for solving
technical problems in online classes.
References:
1. Govt announces closure of all educational establishments acr .. Read more at:
Http://timesofindia.indiatimes.com/articleshow/74659627.cms?utm_source=contentofinterest&utm_medi
um=text&utm_campaign=cppst. (2020, March 16). The Time Of India. Retrieved February 9, 2021, from
https://timesofindia.indiatimes.com/home/education/news/govt-announces-closure-of-all-educational-
establishments-across-india-till-march-31/articleshow/74659627.cms
2. Goyal, S. (2020, April 23). Impact of Coronavirus on Education in India. Retrieved February 09, 2021,
from https://www.jagranjosh.com/general-knowledge/impact-of-coronavirus-on-education-in-india-
1587642880-1
3. K. (2019). About the University. Retrieved February 09, 2021, from
http://www.kskvku.ac.in/about_university.php