Analyzing Students Performance in Online, Hybrid and Offline Mode –A Cross-Sectional Study

Background Study: Covid-19 pandemic had affected thousands of students by the closure of institutions, which has led to the largest online transition in education history. The institutions had to adapt quickly to virtual and digital strategies. A new hybrid learning model has emerged after the pandemic is over, but in addition to this hybrid model, the offline model is slowly returning to the original. Objective: In this study, we conducted a comparative analysis over a three-year period 2020 (online mode), 2021 (hybrid mode), 2022 (offline mode) to examine the effect on the students’ performance for a project-based course, Problem Solving and Design Thinking. Methods: Descriptive and inferential statistical measures are used and specifically by using t-test and Welch's ANOVA, it is concluded that over the years there is a significant contrast in the performance of the online mode compared to the other two modes (hybrid and offline) across the years. Results: Students’ scores were dropped post pandemic, therefore presenting that post pandemic scores reveals more precise results about students’ knowledge. This study also provides insights into how students are performing and how their performance varies across different modes of education. Conclusion: The findings reveal that the future of higher education should incorporate a hybrid approach for a better teaching-learning and quality education.