A Study that Compare Traditional Classroom Teaching with Online Learning and Using Traditional Textbooks with Online Learning in Middle Schools

Abstract

Due to its apparent centrality in several conceptualizations of how to address the digital divide, this study highlights the heterogeneous development of so-called online abilities. Three major performance evaluations look at how age, gender, educational attainment, and the effectiveness and regularity of using the Services affect results. Knowledgeable with the ways of the Internet. There seems to be a generational deterioration in one's proficiency with any given media. However, when comparing ages on content-specific talents, the older age bracket always comes out on top. Their inexperience with the medium is holding them back and will have disastrous results. Studies of digital literacy have paid little attention to this result, if they are aware of it at all. The capacity to make productive use of the Internet in technological and material settings seems to be strongly impacted by educational level. Previous research has shown that people learn digital capabilities best via a combination of classroom teaching and hands-on practise. Time spent online only benefits non-medium- specific skills. This would imply that prolonged exposure to digital media does not lead to gains in skill related to processing digital material, regardless of how long one spends doing so or how often. The latter has a smaller effect on general skill levels. The study examined the performance of male and female students in both virtual and brick-and-mortar classrooms. The research found that regardless of the kind of instruction used, there was a statistically significant variation in the GPAs of the participants based on gender. Male and female students had similar perspectives on virtual and conventional classrooms.