Assessing the Impact of Virtual Learning and Online Teaching Platforms on Academic Performance of Senior School Students Taking International Curriculum: a Case Study of Shah Lalji Nangpar Academy Nakuru

Abstract

The main objective of this research was to assess the impact of virtual learning and teaching platforms on the academic performance of high school students taking international curriculum. The study was based on the following research questions; what was the extent of use of virtual learning platforms at Shah LaljiNangpar Academy; how are virtual learning and teaching platforms used at Shah LaljiNangpar Academy; what was the level of effectiveness of virtual learning platforms on the academic performance of the students at Shah LaljiNangpar Academy, and what were the challenges of using virtual learning and teaching platforms at Shah LaljiNangpar Academy. The study used a descriptive survey design in obtaining responses from the respondents. The target population for this research was 39 students (grades 11, 12 and 13) 23 teachers and 16 administrative staff from the Shah LaljiNangpar Academy Nakuru School Both stratified and simple random sampling methods were used to select the study respondents. Data were collected using questionnaires from the students, teachers, and key informants. The analysis of quantitative data was done using descriptive and inferential statistics. This data was then presented using frequency tables, graphs, and charts. Qualitative data were analyzed and organized thematically and presented using narratives and verbatim quotes. The study found that on average 60% of students agreed that virtual learning improves the accessibility of education while 15.5% disagreed. It was evident that there was a challenge of accessing alternative materials with the traditional mode of education delivery which necessitated the need to implement virtual learning. In addition, adequacy of learning materials is an important factor in promoting improved performance of students using the virtual learning platforms. The results show that 73.4% of the respondents agreed that virtual teaching platforms provide adequate learning materials while 11.1% disagreed. The respondents were asked whether the virtual learning and teaching platforms have an important influence in motivating students to learn. The results show that 53.4% of the respondents agreed that virtual learning platforms enhance motivation of students to learn while 20% disagreed. Descriptive statistics further indicate 22.2% of the respondents were undecided on how virtual platforms provide flexibility of learning process. Also, efficiency in the learning process particularly management of classroom time is required for improving academic performance. This study has concluded that use of virtual learning in higher education results in increased usefulness, effectiveness, and positive influence on student’s performance. The study recommends that incorporating ICT training in virtual teaching and learning to bridge the challenge of inadequate skills and knowledge among teachers and students. It is important for proper strategies are developed to support the implementation of virtual teaching and learning platforms so that it can improve academic performance of students. Learning institutions should ensure adherence to all policies and regulations to reduce government interference in recognition of the international curriculum. Thirdly, there is need for orientation of both teachers and students on the use of technical skills to navigate technology, so that they can access online library resources and gain global perspectives via interaction through various virtual learning platforms.