Abstract:
The COVID-19 pandemic has caused significant changes in teaching methods worldwide, with a shift towards online and blended learning. This study aimed to explore the changes in teaching methods post-COVID and their impact on student's academic performance. A qualitative approach was used to gather data from a sample of educators and students. The study found that there was a significant shift from traditional classroom teaching to online and blended learning post-COVID. The impact of the shift on students' academic performance was mixed, with some students reporting improved performance and others reporting challenges with the new learning environment. Challenges identified included difficulty engaging students in an online environment and concerns about equity in access to technology and resources among students. The study also found that educators who had prior experience with online or blended learning were better equipped to handle the transition than those who did not. Students who reported higher levels of engagement in online and blended learning tended to perform better academically. The study highlights the need for educators to receive training on how to use online teaching tools and platforms effectively and to ensure equitable access to technology and resources for all students. Overall, this research provides valuable insights into the changes in teaching methods post-COVID and the challenges and opportunities presented by the shift towards online and blended learning.
