Comparative survey reveals online instruction cannot fully substitute for classroom learning in school-aged children, indicating the necessity of a hybrid educational model.
This study presents a comparative sociological analysis of the effectiveness of online and offline teaching among students aged 6–14 years in Raipur district. The primary objective is to understand whether online teaching can serve as an effective substitute for school-based direct instruction, particularly about socialisation, academic achievement, and access to digital resources. The study follows a comparative and descriptive research design. Data were collected from 387 respondents—students, parents, teachers, coaching institute representatives, and community members—through stratified random sampling. Percentage, mean, chi-square test, t-test, and correlation were used for analysis. The findings indicate that online teaching is useful as a supplementary tool but is not a complete substitute for direct teaching; therefore, a balanced hybrid model combining digital inclusion, counselling, and rural infrastructure appears more suitable.
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Sharma¹ et al. (2026) studied this question.
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