A

Summer Training Report

on

“Impact of COVID-19 on education of students in surat. ”

Submitted by
GEDIYA MEERA RAMESHBHAI

F.Y.M.B.A

ROLL NO.31

in partial fulfilment for the award of the degree

of

Master of Business Administration

Under the guidance of

Dr. Janki Mistry

Assistant Professor

Submitted to the

DEPARTMENT OF BUSINESS AND INDUSTRIAL MANAGEMENT

Affiliated to

VEER NARMAD SOUTH GUJRAT UNIVERSITY,

SURAT.

I |Page
 DECLARATION

I, Meera Gediya undersigned, a student of Department of business and

industrial management VNSGU, Surat. declare that the project report entitled
“Impact of COVID-19 on education of students in surat.” From
18th may to 4th july 2020 prepared & submitted To Dr. Janki Mistry
Asst. Professor of Department of business and industrial management ,
Surat.

This is my own work & the report prepared there in is based on my study and
experience, during the tenure of my study.

I will not use this project report in future and will not submit the same to any
other university or institute or any other publisher without written permission
of my guide.

I further declare that the result of my findings & research in the subject is
original in nature and has not been previously submitted either in part or in
whole to any other institute or university for any degree. If it is found, I shall
be only responsible for its consequences.

Place: DBIM , Surat Gediya Meera

Date : Roll no: 31

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III | P a g e
 ACKNOWLEDGEMENTS

No good task can be completed without the help of others. After the
completion of this project, I feel it is necessary to think who helped me and co-
operated with during the project.

I would like to take an opportunity to express the feeling of gratitude towards

Veer Narmad South Gujarat University as a part of Comprehensive Project
Report as a duty of syllabus of MBA programme.

I take opportunity to express my deep sense of gratitude to Dr. Renuka Garg ,

professor & Head of department of business & industrial management, for her
indirect but consistent encouragement to the research and development.

I express my profound sense of gratitude to Dr. Janki Mistry my project

guide, who provided me undeviating encouragement, indefatigable guidance
and valuable suggestions throughout the research project. I am very sincerely
& heartily grateful to her for providing me a great break by selecting me as a
researcher under her.

Last but not the least, I would like to thank my family, my friends and
respondents for supporting me spiritually throughout writing this research and
my life in general.

GEDIYA MEERA RAMESHBHAI

F.Y BBA

ROLL NO:31

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 EXECUTIVE SUMMARY

The entire world is going through a crisis on account of the Global Pandemic.
Since, there is no immediate cure available, physical distancing is seen as the
only solution to curb the spread that could create a panic. The nationwide
lockdown has consequences on various spheres of public life, government, and
informal sectors and also on the education sector. The lockdown has resulted in
schools, college universities being shut for more than a month now. The
academic session in the schools was about to end and examinations had started
in some schools and some were in the middle of the examination process.
Universities work in full swing during this time of the year as it is the time for
semester assessments and completion of the syllabus is on wheels. Educational
institutes across the length and breadth of the country are temporarily closed to
contain the spread of Corona infection. The decision of the Government needs
to be appreciated as the schools and other educational institutes cater to the
younger, dynamic, and most productive chunk of our population and it is the
duty of the Government to protect the youth and hence the closure was
inevitable. It is also becoming increasingly clear that the present lockdown is
not going to end soon as the infection rate is escalating in almost all states.

Over the past few days the number of infections and deaths have shown steep
rise which suggests that lockdown will continue. Even if phase wise lockdown
is announced, educational institutes may open the last as students’ lives cannot
be put at risk. Foreseeing this, many schools have announced extension of
holidays and clubbed summer break with the lock down. In the central
universities, such as University of Delhi, the loss in terms of classes has not
been much as the University has always been keeping its calendar. However,
the evaluation that is an important component of learning, is still not done.
When and how the process will be carried out has not be resolved yet. For the
completion of the remaining syllabus for sciences, arts, humanities and
commerce, the University and UGC; MHRD, Government of India have sent
some guidelines. The guidelines suggest that the classes should be conducted
on-line so that the teaching learning is not affected much. The students of
University of Delhi come from all over India. Before the Covid crisis acquired
the monstrous shape, the mid-semester break during Holi, which is a part of
annual academic calendar was announced and many students had gone to their
hometowns or their local guardians. The announcement was abrupt, students

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went home without being fully prepared. Many students did not carry the books
related to their course curriculum as they were expecting to resume classes soon
after the break.

In such circumstances, the lockdown announcement has hindered the process of

learning. Teachers of colleges started gearing up for on-line teaching and
contacting students, but the process has not been smooth. Some students stay in
far flung areas. Some students have no access to the internet and there are other
issues that have been a cause of concern with respect to on-line communication
between teachers and taught. It is important to know how the present lock-down
is affecting the learning progress of the students enrolled for undergraduate
degrees and whether the present methods are appreciated by the students.
Anxiety levels of students who are in the final year of their course is high as
some of them had already got the placement letters. They are not clear about
how things will shape in near future. Considering that the teaching community
was also not well prepared for the new system, their capabilities and adaptation
to new technology also needs to be understood.

The present paper is based on the survey conducted by us to find out the impact
of the lockdown on undergraduate students, their learning and on their job
prospects. The study also looks at how students perceive this lockdown and
various means through which teaching is being imparted at present.

For the present study, a questionnaire was prepared. The questions were framed
to check various attributes regarding the present ways and means used by
students for studying during the lockdown. Some questions on the ways of
content delivery, access to information, the platforms students are using etc.
were posed. A few questions regarding issues and access to technology and the
familiarity with the present platforms were also asked. Some questions on the
teacher-student interaction remotely and how students perceive these were also
asked. The forms were prepared on Microsoft platform and circulated through
various WhatsApp groups. The Microsoft platform form received around 100
responses which were used to conduct the analysis.

In this report, we present initial evidence on how children are spending their
time during the lockdown, with a focus on home learning activities and the
home learning resources available in different families. This evidence is based
on a new survey by researcher. The survey was completed online by over 100
parents of children aged 6–16 .

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 TABLE OF CONTENT

1 INTRODUCTION .................................................................................................................1

1.1 WHAT IS CORONA VIRUS? .....................................................................................................................1

1.2 IMPACT OF CORONA VIRUS ON DIFFERENT SECTORS. ...........................................................................4

1.3 IMPACT OF THE COVID-19 PANDEMIC ON EDUCATION .........................................................................5

2 METHODOLOGY OF THE STUDY ....................................................................................8

2.1 OBJECTIVES ...........................................................................................................................................8

2.2 NATURE OF THE DATA...........................................................................................................................8

2.3 SAMPLING PROCEDURE ........................................................................................................................8

2.4 DESCRIPTION OF THE INSTRUMENT FOR DATA COLLECTION .................................................................9

2.5 ANALYTICAL TOOLS USED......................................................................................................................9

2.6 LIMITATIONS .........................................................................................................................................9

3 DATA ANALYSIS ............................................................................................................. 10

3.1 GENDER............................................................................................................................................... 10

3.2 HOW MANY CHILDREN ARE THERE IN YOUR HOUSE?.......................................................................... 11

3.3 AGE OF CHILDREN .............................................................................................................................. 12

3.4 EDUCATIONAL LEVEL ........................................................................................................................... 13

3.5 HAVE STUDENTS GONE THROUGH E-LEARNING DURING LOCKDOWN?............................................... 14

3.6 WHAT IS THE REASON FOR NOT OPTED E-LEARNING DURING LOCKDOWN? ....................................... 15

3.7 PERCENTAGE OF SYLLABUS LEFT WHEN THE PANDEMIC BROKE.......................................................... 16

3.8 MODE OF ACCESS OF E-LEARNING ...................................................................................................... 17

3.9 HOW ARE CHILDREN SPENDING THEIR TIME? ..................................................................................... 18

3.10 DOES STUDENTS CONNECTED WITH THE TEACHERS DURING LOCK DOWN? .................................. 20

3.11 FROM WHICH RESOURCES STUDENTS MANAGE STUDIES DURING LOCK DOWN? .......................... 21

3.12 HAVING FACING DIFFICULTY LEVEL IN CHILD’S LEARNING DURIN LOCKDOWN? ............................ 22

3.13 DOES TEACHERS ASSIGNED SCHOOLWORK TO THE STUDENTS? .................................................... 23

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3.14 HOW MUCH OF THEIR ASSIGNED SCHOOLWORK ARE CHILDREN SUBMITTING? ............................ 24

3.15 DO YOU AGREE IF STUDENTS GET PROMOTED WITHOUT EXAMS? ................................................ 25

3.16 DO EXAMS PLAY A ROLE IN OVERALL LEARNING? .......................................................................... 26

3.17 DO YOU BELIEVE THAT USING E-LEARNING IS A WISE DECISION? .................................................. 27

3.18 SATISFACTION LEVEL TOWARD E-LEARNING .................................................................................. 28

3.19 E-LEARNING PLATFORM ................................................................................................................. 29

4 FINDINGS .......................................................................................................................... 31

5 CONCLUSION .................................................................................................................... 32

BIBLIOGRAPHY

ANNEXURE

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 LIST OF FIGURES

FIGURE 3.1 GENDER_______________________________________________________________________ 10

FIGURE 3.2 NUMBER OF CHILDREN _____________________________________________________ 11

FIGURE 3.3 AGE OF CHILDREN ___________________________________________________________ 12

FIGURE 3.4 EDUCATION LEVEL __________________________________________________________ 13

FIGURE 3.5 GONE THROUGH E-LEARNING _____________________________________________ 14

FIGURE 3.6 REASONS FOR NOT OPTED E-LEARNING _________________________________ 15

FIGURE 3.7 % OF SYLLABUS LEFT_______________________________________________________ 16

FIGURE 3.8 MODE OF ACCESS ____________________________________________________________ 17

FIGURE 3.9 CHILDREN’S SPENDING TIME ______________________________________________ 18

FIGURE 3.10 CONNECTIVITY WITH TEACHERS ________________________________________ 20

FIGURE 3.11 RESOURCES _________________________________________________________________ 21

FIGURE 3.12 DIFFICULTY LEVEL ________________________________________________________ 22

FIGURE 3.13 ASSIGNED SCHOOLWORK TO THE STUDENTS _________________________ 23

FIGURE 3.14 SUBMITTED ASSIGNED SCHOOLWORK _________________________________ 24

FIGURE 3.15 PROMOTION ________________________________________________________________ 25

FIGURE 3.16 EXAM’S ROLE _______________________________________________________________ 26

FIGURE 3.17 E-LEARNING- A WISE DECISION __________________________________________ 27

FIGURE 3.18 SATISFACTION LEVEL _____________________________________________________ 28

FIGURE 3.19 E-LEARNING PLATFORM __________________________________________________ 29

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1 INTRODUCTION

1.1 WHAT IS CORONA VIRUS?

Coronaviruses (CoV) are a large family of viruses that cause illness ranging
from the common cold to more severe diseases such as Middle East Respiratory
Syndrome (MERS-CoV) and Severe Acute Respiratory Syndrome (SARS-
CoV). A novel coronavirus (nCoV) is a new strain that has not been previously
identified in humans.

People can catch COVID-19 from others who have the virus. The disease
spreads primarily from person to person through small droplets from the nose or
mouth, which are expelled when a person with COVID-19 coughs, sneezes, or
speaks. These droplets are relatively heavy, do not travel far and quickly sink to
the ground. People can catch COVID-19 if they breathe in these droplets from a
person infected with the virus. This is why it is important to stay at least 1
meter) away from others. These droplets can land on objects and surfaces
around the person such as tables, doorknobs and handrails. People can become
infected by touching these objects or surfaces, then touching their eyes, nose or
mouth. This is why it is important to wash your hands regularly with soap and
water or clean with alcohol-based hand rub.

The economic impact of the 2020 coronavirus pandemic in India has been
largely disruptive. India's growth in the fourth quarter of the fiscal year 2020
went down to 3.1% according to the Ministry of Statistics. The Chief Economic
Adviser to the Government of India said that this drop is mainly due to the
coronavirus pandemic effect on the Indian economy. Notably India had also
been witnessing a pre-pandemic slowdown, and according to the World Bank,
the current pandemic has "magnified pre-existing risks to India's economic
outlook".

The World Bank and rating agencies had initially revised India's growth for
FY2021 with the lowest figures India has seen in three decades since
India's economic liberalization in the 1990s. However after the announcement
of the economic package in mid-May, India's GDP estimates were downgraded
even more to negative figures, signalling a deep recession. (The ratings of over
30 countries have been downgraded during this period.) On 26

1|Page
May, CRISIL announced that this will perhaps be India's worst recession since
independence. State Bank of India research estimates a contraction of over 40%
in the GDP in Q1 FY21. The contraction will not be uniform, rather it will
differ according to various parameters such as state and sector.

Unemployment rose from 6.7% on 15 March to 26% on 19 April and then back
down to pre-lockdown levels by mid-June. During the lockdown, an estimated
14 crore (140 million) people lost employment while salaries were cut for many
others. More than 45% of households across the nation have reported an income
drop as compared to the previous year. The Indian economy was expected to
lose over ₹32,000 crore (US$4.5 billion) every day during the first 21-days of
complete lockdown, which was declared following the coronavirus
outbreak. Under complete lockdown, less than a quarter of India's $2.8 trillion
economic movement was functional. Up to 53% of businesses in the country
were projected to be significantly affected. Supply chains have been put under
stress with the lockdown restrictions in place; initially, there was a lack of
clarity in streamlining what an "essential" is and what is not. Those in the
informal sectors and daily wage groups have been at the most risk. A large
number of farmers around the country who grow perishables also faced
uncertainty. [9]

Vendor of greens, essential supply chains and logistics. Life under lockdown. Bangalore spring 2020.

Major companies in India such as Larsen & Toubro, Bharat Forge, UltraTech
Cement, Grasim Industries, Aditya Birla Group, BHEL and Tata Motors have
temporarily suspended or significantly reduced operations. Young startups have
been impacted as funding has fallen. Fast-moving consumer goods companies
in the country have significantly reduced operations and are focusing on
essentials. Stock markets in India posted their worst loses in history on 23
March 2020. However, on 25 March, one day after a complete 21-day lockdown
was announced by the Prime Minister, SENSEX and NIFTY posted their
biggest gains in 11 years.

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Indices: S&P BSE 500 (1 January 2015 to 9 May 2020)

The Government of India announced a variety of measures to tackle the

situation, from food security and extra funds for healthcare and for the states, to
sector related incentives and tax deadline extensions. On 26 March a number of
economic relief measures for the poor were announced totaling
over ₹170,000 crore (US$24 billion). The next day the Reserve Bank of
India also announced a number of measures which would make
available ₹374,000 crore (US$52 billion) to the country's financial system. The
World Bank and Asian Development Bank approved support to India to tackle
the coronavirus pandemic. [15]

The different phases of India's lockdown upto the "first unlock" on 1 June had
varying degrees of the opening of the economy. On 17 April, the RBI
Governor announced more measures to counter the economic impact of the
pandemic including ₹50,000 crore (US$7.0 billion) special finance
to NABARD, SIDBI, and NHB. On 18 April, to protect Indian companies
[16]

during the pandemic, the government changed India's foreign direct investment
policy. The Department of Military Affairs put on hold all capital acquisitions
for the beginning of the financial year. The Chief of Defence Staff has
announced that India should minimize costly defence imports and give a chance
to domestic production; also making sure not to "misrepresent operational
requirements".

On 12 May the Prime Minister announced an overall economic package

worth ₹20 lakh crore (US$280 billion),10% of India's GDP, with emphasis on
India as a self-reliant nation. During the next five days the Finance Minister
announced the details of the economic package. Two days later the Cabinet
cleared a number of proposals in the economic package including a free food
grains package.

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1.2 IMPACT OF CORONA VIRUS ON DIFFERENT SECTORS.

Pre-pandemic slowdown

Education

Ratings and GDP estimates

Exports and imports

Energy

Agriculture

Manufacturing

Stock markets

E-commerce

Defence

State income and expenditure

Arts and cultural heritage

Cinema

Science and technology

Sports

Religion

ATMANIRBHAR BHARAT ABHIYAN

4|Page
 Overall stimulus provided by Atmanirbhar Bharat Package

Atmanirbhar Bharat package breakup (only 13th to 17th announcements visible) (In Rs. Cr.)

On 12 May the Prime Minister, in an address to the nation, said that the
coronavirus crisis should be seen as an opportunity, laying emphasis on
domestic products and "economic self-reliance", an Atmanirbhar Bharat (. Self-
reliant India) through a Atmanirbhar Bharat Abhiyan (transl. Self-reliant India
Mission). The following day the Finance Minister started laying out the details
of the Prime Minister's vision which would continue into the next few days. The
Finance Minister stated that the aim was to "spur growth" and "self-reliance",
adding that, "self-reliant India does not mean cutting off from rest of the
world". The law and IT minister, Ravi Shankar Prasad, also said that self-
reliance does "not mean isolating away from the world. Foreign direct
investment is welcome, technology is welcome [...] self-reliant India... translates
to being a bigger and more important part of the global economy." Shashi
Tharoor called the 'Self-reliant India Mission' a repackaged version of Make in
India.

1.3 IMPACT OF THE COVID-19 PANDEMIC ON EDUCATION

The COVID-19 pandemic has affected educational systems worldwide, leading

to the near-total closures of schools, universities and colleges.

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Most governments around the world have temporarily closed educational
\

institutions in an attempt to contain the spread of COVID-19. As of 7 June

2020, approximately 1.725 billion learners are currently affected due to school
closures in response to the pandemic. According to UNICEF monitoring, 134
countries are currently implementing nationwide closures and 38 are
implementing local closures, impacting about 98.5 per cent of the world's
student population. 39 countries' schools are currently open.

On 16 March, India declared a countrywide lock-down of schools and colleges.

On 19 March, the University Grants Commission asked universities to postpone
exams till March 31. The board exams conducted by CBSE and ICSE boards
were postponed until March 31 at first and then later until July 1.

The petrifying and severe impact of COVID-19 has shaken the world to its core.
Further, most of the Governments around the world have temporarily closed
educational institutions in an attempt to contain the spread of the COVID-19
pandemic. In India too, the government as a part of the nationwide lockdown
has closed all educational institutions, as a consequence of which, learners
ranging from school going children to postgraduate students, are affected.

These nationwide closures are impacting over 91% of the worlds' student
population. Several other countries have implemented localized closures
impacting millions of additional learners. UNESCO is supporting countries in
their efforts to mitigate the immediate impact of school closures, particularly for
more vulnerable and disadvantaged communities, and to facilitate the continuity
of education for all through remote learning. The UNESCO report estimates that
the coronavirus pandemic will adversely impact over 290 million students
across 22 countries. The UNESCO estimates that about 32 crores students are
affected in India, including those in schools and colleges.

Therefore, the government has come up with e-learning program. Many ed-tech
firms have tried to leverage the occasion by offering free online classes or
attractive discounts on e-learning modules. These measures have been met with
overwhelming response by students with some startups witnessing as high as
25% uptick in e-learning. Remote learning seems a viable solution to students
during this time as they offer convenient, on -the- go and affordable access to
lessons. E-learning also comes as an interesting and interactive alternative as
compared to classroom teaching.

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School closures impact not only students, teachers, and families, but have far-
reaching economic and societal consequences. School closures in response to
COVID-19 have shed light on various social and economic issues, including
student debt, digital learning, food insecurity, and homelessness, as well as
access to childcare, health care, housing, internet, and disability services. The
impact was more severe for disadvantaged children and their families, causing
interrupted learning, compromised nutrition, childcare problems, and
consequent economic cost to families who could not work. In response to
school closures, Universities recommended the use of distance learning
programs and open educational applications and platforms that schools and
teachers can use to reach learners remotely and limit the disruption of
education.

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2 METHODOLOGY OF THE STUDY

2.1 OBJECTIVES

To identify impact of covid -19 on education.

To find out how students using their time in lockdown.

To find out satisfaction level of E-learning.

2.2 NATURE OF THE DATA

The study is based on primary data and secondary data.

Generally, data can be collected in different ways for the subject of study.

One method is questionnaire method. The questionnaires had close-ended

questions.
In this study primary data was used and it has been collected by questionnaire.

The researcher used some secondary data as world wide data of pandemic that
has been available on internet.

2.3 SAMPLING PROCEDURE

For this research researcher used descriptive research design , including

surveys.

Researcher was used non-probability convenience sampling method so select

the sample size because researcher have collect data on the convenience of
researcher.

Sampling frame : Taking sampling frame of and perception of parents / siblings

of children of Surat city.

Sampling size: 100 respondents

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2.4 DESCRIPTION OF THE INSTRUMENT FOR DATA
COLLECTION

Project Instrument: Questionnaire

2.5 ANALYTICAL TOOLS USED

Statistical Tools : MS-Excel,

Analysis Techniques : Graphical methods

2.6 LIMITATIONS

Data is limited to surat city only.

Reluctances of the people to provide complete information about them

can affect the validity of the responses.

The information can be biased due to use of questionnaire.

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3 DATA ANALYSIS

Here, researcher has take graphic method analysis. Graphic method include
tables and graphs, pie charts and bar charts.

3.1 GENDER

male female

45%

55%

Figure 3.1 Gender

Interpretation:

From the above figure, the sample consisted of 100 respondents, In this Male
which comprised of 45% of the study respondents and the number female
respondents which comprised of 55 % of the total number of respondents in this
study.

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3.2 HOW MANY CHILDREN ARE THERE IN YOUR HOUSE?

1 2 more than 2

19%

43%

38%

Figure 3.2 Number of Children

Interpretation:

From the above figure, the sample consisted of 100 respondents , Graph shows
that there is 43% respondents have 1 child in their house , 38% respondents
have 2 children in their house and 19% respondents have more than 2 child in
their house in this study.

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3.3 AGE OF CHILDREN

6-10 YEARS 11-16 YEARS

49%
51%

Figure 3.3 Age of children

Interpretation:

From the above figure, the sample consisted of 100 respondents, In this 51% of
children were 6-10 years old and 49 % of children were 11-16 years old.

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3.4 EDUCATIONAL LEVEL

1 IN PRI.OTHER IN SEC. 1 IN SEC.OTHER IN PRI. ALL IN PRIMARY ALL IN SECONDARY

23%

32%

23%

22%

Figure 3.4 Education level

Interpretation:

From the above figure, the sample consisted of 100 respondents, In this 23%
respondents have 1 child in primary and other in secondary, and 23%
respondents have 1 child in secondary and other in primary, 22% respondents
have primary school children and rest 32% respondents have secondary school
children in this study.

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3.5 HAVE STUDENTS GONE THROUGH E -LEARNING
DURING LOCKDOWN?

YES NO

23%

77%

Figure 3.5 Gone through E-Learning

Interpretation:

From the above figure, the sample consisted of 100 respondents, In this 77%
respondents gone through E-learning during lockdown period and 23%
respondents have not gone through E-learning during lock down in this study.

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3.6 WHAT IS THE REASON FOR NOT OPTED E -LEARNING
DURING LOCKDOWN?

Schools did not provide Internet accessibility Unavailability of access mode other

26%

4%
57%

13%

Figure 3.6 Reasons for not opted E-Learning

Interpretation:

From the above figure, the sample consisted of 100 respondents 23 respondents
have not gone through e-learning during lock down . From the 23 respondents,
57 % respondents means 13 respondents have given that reason that schools did
not provide e-learning , 13 % respondents means 3 respondents have given the
reason of internet accessibility , 4% means 1 respondents have given the reason
of unavailability of access mode , 26% means 6 respondents have choose other
reason for not opted E – learning during lock down.

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3.7 PERCENTAGE OF SYLLABUS LEFT WHEN THE
PANDEMIC BROKE

10-20 21-30 31-40 41-50 MORE THAN 50

12%

31%
12%

15%

30%

Figure 3.7 % of syllabus left

Interpretation:

From the above figure, the sample consisted of 77 respondents , 31% means 24
respondents says that 10-20% of syllabus were left when pandemic broke, 30%
means 23 respondents says that 21-30% of syllabus were left when pandemic
broke, 15% means 12 respondents says that 31-40% of syllabus were left when
pandemic broke, 12% means 9 respondents says that 41-50% and more than
50% of syllabus were left when pandemic broke respectively .

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3.8 MODE OF ACCESS OF E-LEARNING

Mobile Tablet Laptop / personal computer

27%

59%

14%

Figure 3.8 Mode of access

Interpretation:

From the above figure, the sample consisted of 77 respondents, In this 59%
means 45 respondents have used mobile phone for access of E-learning , 27%
means 21 respondents have used laptop / personal computer for access of E-
learning ,14 % means 11 respondents have used tablet for access of E-learning.

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3.9 HOW ARE CHILDREN SPENDING THEIR TIME?

60

50

40
[Attending Virtual Classes]
[Reading]
30
[Home Learning Assignments]
[Watching TV , On screen leisure ]
20 [Off Screen Games Or Hobbies]

10

0
0-1 1-2 2-3 3-4 more than 4

Figure 3.9 Children’s spending time

Interpretation:

From the above figure, the sample consisted of 77 respondents, 30 respondents

were attending virtual classes, 48 respondents were reading, 39 respondents
were doing home learning assignments, 2 respondents were watching TV , On
screen leisure and 1 response was for gaming and off screen leisure activities
for 0-1 hour.

27 respondents were attending virtual classes ,23 respondents were reading , 26

respondents were doing home learning assignments, 11 respondents were
watching TV , On screen leisure and 6 responses were for gaming and off
screen leisure activities for 1-2 hour.

16 respondents were attending virtual classes , 3 respondents were reading , 10

respondents were doing home learning assignments, 23 respondents were
watching TV, On screen leisure and 22 responses were for gaming and off
screen leisure activities for 2-3 hour.

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4 respondents were attending virtual classes , 3 respondents were reading , 2
respondents were doing home learning assignments, 10 respondents were
watching TV , On screen leisure and 16 responses was for gaming and off
screen leisure activities for 3-4 hour

31 respondents were watching TV , On screen leisure and 32 response was for

gaming and off screen leisure activities for more than 4 hour, rest there was no
response.

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3.10 DOES STUDENTS CONNECTED WITH THE TEACHERS
DURING LOCK DOWN?

Yes , connected. No , not connected.

30%

70%

Figure 3.10 Connectivity with teachers

Interpretation:

From the above figure, the sample consisted of 77 respondents, In this 70 %

means 53 respondents said that students were connected with the teachers
during lockdown and 30% means 23 respondents said that students were not
connected with the teachers during lock down.

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3.11 FROM WHICH RESOURCES STUDENTS MANAGE
STUDIES DURING LOCK DOWN?

other 9%

Youtube 11%

Educational portals 9%

School's application 15%

Whatsapp 17%

Zoom 23%

Google classroom 16%

0 5 10 15 20 25

Figure 3.11 Resources

Interpretation:

From the above figure, the sample consisted of 77 respondents, In this 16%
means 29 respondents were using Google classroom, 23% means 43
respondents were using zoom app which is highest, 17% means 32 respondents
were using whatsapp , 15% means 28 respondents were using school’s
application, 9% means 16 respondents were using Educational portals , 11%
means 20 respondents were using you tube and 9% means 16 respondents were
using other resources for manage studies during lock down .

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3.12 HAVING FACING DIFFICULTY LEVEL IN CHILD’S
LEARNING DURIN LOCKDOWN?

Not at all difficult Quite difficult Very difficult

17%
29%

54%

Figure 3.12 Difficulty level

Interpretation :

From the above figure, the sample consisted of 77 respondents, In this 54%
means 42 respondents said that learning during lock down is quite difficult ,
17% means 13 respondents said that learning during lock down is very difficult
and 29 % means 22 respondents said that learning during lock down is not at all
difficult.

22 | P a g e
3.13 DOES TEACHERS ASSIGNED SCHOOLWORK TO THE
STUDENTS?

yes no sometimes

35%

53%

12%

Figure 3.13 Assigned schoolwork to the students

Interpretation :

From the above figure, the sample consisted of 77 respondents, In this 53%
means 41 respondents said yes that teachers assigned schoolwork to the
students, 12 % means 9 respondents said no that teachers does not assigned
schoolwork to the students, 35 % means 27 respondents said that teachers
sometimes assigned schoolwork to the students.

23 | P a g e
3.14 HOW MUCH OF THEIR ASSIGNED SCHOOLWORK ARE
CHILDREN SUBMITTING?

all most some none

9%

27%

35%

29%

Figure 3.14 Submitted assigned schoolwork

Interpretation :

From the above figure, the sample consisted of 77 respondents, In this 27%
means 21 respondents said that children are submitting their all assigned
schoolwork , 29% means 22 respondents said that children are submitting their
most assigned schoolwork , 35% means 27 respondents said that children are
submitting their some assigned schoolwork , 9% means 7 respondents said that
children are not submitting their any assigned work.

24 | P a g e
3.15 DO YOU AGREE IF STUDENTS GET PROMOTED
WITHOUT EXAMS?

yes no not sure

23%

57%
20%

Figure 3.15 Promotion

Interpretation :

From the above figure, the sample consisted of 77 respondents; In this 57%
means 44 respondents are agree if students get promoted without exams, 23%
means 18 respondents are not sure about students get promoted without exams,
20% means 15 respondents are not agree if students get promoted without
exams.

25 | P a g e
3.16 DO EXAMS PLAY A ROLE IN OVERALL LEARNING?

yes no

34%

66%

Figure 3.16 Exam’s role

Interpretation :

From the above figure, the sample consisted of 77 respondents, In this 66%
means 51 respondents says that yes exam play a role in overall learning and
34% means 26 respondents says that exam does not play a role in overall
learning.

26 | P a g e
3.17 DO YOU BELIEVE THAT USING E-LEARNING IS A WISE
DECISION?

yes no cant say

33%
44%

23%

Figure 3.17 E-learning- A wise decision

Interpretation:

From the above figure, the sample consisted of 77 respondents, In this 44%
means 34 respondents believe that using e-learning is wise decision , 23%
means 18 respondents believe that using e-learning is not a wise decision and
33% means 25 respondents were not sure about it.

27 | P a g e
3.18 SATISFACTION LEVEL TOWARD E-LEARNING

yes no
47
41 42
36 35
30

Overall, students satisfied E learning has contributed In future, students would

with E-learning to student’s educational be willing to opt for E-
development in covid-19 learning.

Figure 3.18 Satisfaction level

Interpretation:

From the above figure, the sample consisted of 77 respondents, In this 41

respondents said that overall, students satisfied with E-Learning. 42 respondents
said that E-Learning has contributed to student’s educational development in
covid-19 , 47 respondents said that in future, students would be willing to opt
for E-Learning and 36 , 35 , 30 respondents said no to this all opinion
respectively.

28 | P a g e
3.19 E-LEARNING PLATFORM

45

40

35

30 Easy to use

25 Easy to learn
20
Flexible to interact with the
15 students

10 Easy to find information for the

students.
5

0
highly agree neutral disagree highly
agree disagree

Figure 3.19 E-learning platform

Interpretation:

From the above figure, the sample consisted of 77 respondents, In this 24

respondents were highly agree for e-learning platform is easy to use , 31
respondents were agree for e-learning platform is easy to use ,20 respondents
were neutral for e-learning platform is easy to use ,1 respondent were disagree
for e-learning platform is easy to use and 1 respondent were highly disagree for
e-learning platform is easy to use .

From the above figure, the sample consisted of 77 respondents, In this 6

respondents were highly agree for e-learning platform is easy to learn , 42
respondents were agree for e-learning platform is easy to learn , 22 respondents
were neutral for e-learning platform is easy to learn , 5 respondents were
disagree for e-learning platform is easy to learn and 2 respondents were highly
disagree for e-learning platform is easy to learn .

From the above figure, the sample consisted of 77 respondents, In this 5

respondents were highly agree for e-learning platform is flexible to interact with
students , 35 respondents were agree for e-learning platform is flexible to
interact with students , 28 respondents were neutral for e-learning platform is

29 | P a g e
flexible to interact with students , 6 respondents were disagree for e-learning
platform is flexible to interact with students and 3 respondents were highly
disagree for e-learning platform is flexible to interact with students .

From the above figure, the sample consisted of 77 respondents, In this 10

respondents were highly agree for e-learning platform is easy to find
information for the students , 33 respondents were agree for e-learning platform
is easy to find information for the students , 25 respondents were neutral for e-
learning platform is easy to find information for the students , 5 respondents
were disagree for e-learning platform is easy to find information for the students
and 4 respondents were highly disagree for e-learning platform is easy to find
information for the students .

30 | P a g e
4 FINDINGS

In the study researcher has surveyed 100 respondents of surat city & it reveals
that majority students are going through E-Learning during lockdown period .

Few students are not opted for E-Learning and majority gives the reason for not
opting E-Learning is that schools are not providing E-Learning program.

This study reveals that about 10-30% of the syllabus left when the pandemic
broke in the city.

Majority students have used mobile phones for the access of E-Learning .This
study reveals that majority students who are opting for E-Learning spending
their minimum 0-1 hour for attending virtual classes , reading and doing home
learning assignments and students are spending more time for watching TV and
doing off screen gaming and for hobbies.

Majority students are connected with the teachers during lock down. This study
reveals that majority students have used zoom app , Google classroom , and
whatsapp for manage studies during lockdown.

Majority parents find child’s learning during lockdown quite difficult and most
of the teachers have assigned schoolwork to the students.

This study reveals that majority respondents are agree if students get promoted
without exams.

Majority respondents are believe that using E-Learning is a wise decision and
mostly respondents are in favour of Overall, students satisfied with E-learning ,
E learning has contributed to student’s educational development in covid-19 , In
future, students would be willing to opt for E-learning.

Majority respondents are agree with E-Learning platforms are Easy to use,
Easy to learn , Flexible to interact with the students and Easy to find
information for the students.

31 | P a g e
5 CONCLUSION

The COVID-19 pandemic has affected educational systems worldwide, leading

to the near-total closures of schools, universities and colleges. \On 16 March,
India declared a countrywide lock-down of schools and colleges. On 19 March,
the University Grants Commission asked universities to postpone exams till
March 31. The board exams conducted by CBSE boards were postponed until
March 31 at first and then later until July 1.

The government as a part of the nationwide lockdown has closed all educational
institutions, as a consequence of which, learners ranging from school going
children to postgraduate students, are affected. The UNESCO estimates that
about 32 crores students are affected in India, including those in schools and
colleges.

Therefore, the government has come up with e-learning program. Many ed-tech
firms have tried to leverage the occasion by offering free online classes or
attractive discounts on e-learning modules. These measures have been met with
overwhelming response by students with some start ups witnessing as high as
25% uptick in e-learning. Remote learning seems a viable solution to students
during this time as they offer convenient, on -the- go and affordable access to
lessons. E-learning also comes as an interesting and interactive alternative as
compared to classroom teaching.

From this survey conducted researcher can conclude that students have spent
Minimum 0-1 hour for attending virtual classes , reading and doing home
learning assignments and more time for watching TV ,on screen leisure and
doing off screen gaming and for hobbies.

Zoom app , Google classroom , and whatsapp are become very helpful for
managing studies during lock down. Students have used mobile phones , laptop
/ personal computer for the access of E-Learning .

Parents find child’s learning during lockdown quite difficult. Teachers have
assigned schoolwork to the students and students have done their schoolwork
also.

Though parents believe that exam are important for overall learning but due to
pandemic and for the safety of their children parents are agree if students get
promoted without exams and are believe that using E-Learning is a wise

32 | P a g e
decision and are in favour of Overall, students satisfied with E-learning , E
learning has contributed to student’s educational development in covid-19 , In
future, students would be willing to opt for E-learning. Parents believe that E-
Learning is Easy to use, Easy to learn , Flexible to interact with the students and
Easy to find information for the students in this global pandemic.

33 | P a g e
Bibliography

Articles:

Learning during the lockdown: real-time data on children’s experiences during

home learning by Alison Andrew, Sarah Cattan, Monica Costa-Dias, Christine
Farquharson, Lucy Kraftman, Sonya Krutikova, Angus Phimister, Almudena
Sevilla Published by The Institute for Fiscal Studies ISBN 978-1-912805-78-5.
https://www.ifs.org.uk/uploads/BN288-Learning-during-the-lockdown-1.pdf

International Journal of Health Preferences Research IMPACT OF THE 2019–

20 CORONAVIRUS PANDEMIC ON EDUCATION by Nasir Mustafa
on April 2020 DOI: 10.13140/RG.2.2.27946.98245
https://www.researchgate.net/publication/340849956_Impact_of_the_2019-
20_coronavirus_pandemic_on_education

Links :
https://www.latestlaws.com/articles/impact-of-covid-19-on-education-system-in-india/

https://m.hindustantimes.com/education/how-schools-are-facilitating-schooling-from-home-
during-lockdown/story-40gsI9teT16K6VsDQ4ATzK_amp.html

https://kidshealth.org/en/parents/coronavirus-how-talk-child.html

https://theeducationhub.org.nz/school-survey-lessons-from-lockdown/

https://digitallearning.eletsonline.com/2020/05/assessing-the-impact-of-lockdown-on-
undergraduate-teaching-a-survey-based-approach/

https://www.latestlaws.com/articles/impact-of-covid-19-on-education-system-in-india/

https://www.brookings.edu/blog/education-plus-development/2020/05/14/covid-19-in-india-
education-disrupted-and-lessons-learned/

https://en.m.wikipedia.org/wiki/Impact_of_the_COVID-19_pandemic_on_education

http://confluence.ias.ac.in/the-impact-of-the-coronavirus-sars-cov-2-on-the-education-sector-
in-india/

https://government.economictimes.indiatimes.com/news/education/covid-19-pandemic-
impact-and-strategies-for-education-sector-in-india/75173099
https://www.indiatoday.in/education-today/featurephilia/story/covid-19-4-negative-impacts-
and-4-opportunities-created-for-education-1677206-2020-05-12

https://en.wikipedia.org/wiki/Economic_impact_of_the_COVID-19_pandemic_in_India#Pre-
pandemic_slowdown

https://www.indiatoday.in/education-today/featurephilia/story/covid-19-4-negative-impacts-
and-4-opportunities-created-for-education-1677206-2020-05-12

https://en.m.wikipedia.org/wiki/Impact_of_the_COVID-
19_pandemic_on_education#cite_note-UNESCO-23

https://www.researchgate.net/publication/341203464_Impact_of_COVID-
19_on_Higher_Education_Challenges_Opportunities_and_Road_Ahead
 ANNEXURE
IMPACT OF COVID -19 ON EDUCATION OF STUDENTS IN SURAT.
Respected sir/madam,

I am Meera Gediya , Student of Department of Business and Industrial Management ,VNSGU , doing my first year -
MBA as part of the study I am conducting a survey of parents/siblings on “IMPACT OF COVID -19 ON EDUCATION OF
STUDENTS IN SURAT.” This study is for academic purpose only. I request you to kindly give me your valuable time to
fill this questionnaire. I assure you that the data provided by you will be kept confidential. THANK YOU !

1. NAME

2. GENDER

MALE FEMALE

3. HOW MANY CHILDREN DO U HAVE?

1 2 MORE THAN 2

4. AGE OF CHILDREN

6-10 YEAERS

11-16 YEARS

5. EDUCATION LEVEL

ONE IN PRIMARY OTHER IN SECONDARY

ONE IN SECONDARY OTHER IN PRIMARY

ALL IN PRIMARY

ALL IN SECONDARY

6. Have Students gone through (opted) E-learning during lockdown?

Yes No

If not ,

7. What is the reason for not opted E-Learning during lockdown?

Unavailability of access mode

Schools did not provide

Internet accessibility

other

8. Percentage of syllabus left when the pandemic broke:

10 -20 21- 30 31- 40 41- 50 more than 50

9. mode of access of E-Learning

Mobile

Tablet

Laptop / Personal computer

10. How are children spending their times?

0-1 hr 1-2 hr 2-3 hr 3-4 hr More than 4 hr

ATTENDING VIRTUAL CLASSES

READING

HOME LEARNING ASSIGNMNETS

WATCHING TV

PLAYING GAMES

OFF SCREEN GAMES OR HOBBIES

11. Does students connected with the teachers during lockdown ?

Connected

Not connected

12. From which resources student’s manage studies during lockdown?

Google classroom

Zoom

Whatsapp

School’s application

Educational portals

You tube

other

13. Facing difficulty Level in child's learning during lockdown

Not at all difficult

Quit difficult

Very difficult

14. DOES TEACHERS ASSIGNED SCHOOLWORK TO THE students?

Yes No Sometimes
15. A. How much of their assigned schoolwork are children submitting? *

All Most Some None

16. do u agree if students get promoted without exams?

Yes No Not sure

17. Do exams play a role in overall leaning?

Yes No

18. Do u believe that using e learning is a wise decision ?

Yes No Cant say

19. Please mark appropriate for satisfaction towards E-learning?

Yes No

students Overall, students satisfied with E-learning

E learning has contributed to student’s educational development in covid-19

In future students would be willing to opt for E-learning.

20. E-Learning platform is

Highly agree Agree Neutral Disagree Highly disagree

Easy to use

Easy to learn

Flexible to interact with the students

Easy to find information for the students.