The Impact of Online Learning on Academic Performance Post-COVID-19: A Comparative Study of Student Engagement, Learning Outcomes, and Educational Inequality
Keywords:
Online Learning, Academic Performance, COVID-19, Student Engagement, Educational Inequality, Digital Divide, E-Learning, Rural Education, Urban Education, PakistanAbstract
Background: The COVID-19 pandemic has changed the global education system significantly, forcing a rapid transition from traditional classroom education to online learning.
Objective: This paper explores how online learning has been affected in the post–COVID-19 era with regard to students’ engagement, attainment, and educational inequity.
Methods: The research was conducted as a comparative study between urban and rural settings, and public and private institutions in Pakistan, using a mixed-method approach involving survey data and qualitative feedback from secondary and higher education students.
Results: Students from urban areas and private institutions adapted better to online teaching, experienced higher engagement, and showed more stable academic performance. In contrast, students from rural areas and public schools faced challenges such as poor internet connectivity, limited device ownership, inadequate institutional support, lower academic outcomes, and reduced participation.
Conclusion: Due to digital inequality, the study highlights a widening educational gap that necessitates urgent policy reforms, improved technological infrastructure, and inclusive teaching strategies. While online education presents opportunities for innovation, its success depends on equitable access and support for all learners.
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