Online Education in the Period of COVID-19 Pandemic at Higher Secondary Level in Bangladesh: Understanding the Barriers and Policy Recommendations

Abstract

The study aimed to analyse the barriers to online education during the COVID-19 pandemic in Bangladesh and to formulate policies for improving the effectiveness, accessibility and equity of online education. A quantitative survey was conducted among 390 students from six colleges in three districts: Mymensingh, Cox's Bazar and Chapainawabganj. Responses were collected using a five-point Likert scale ranging from Strongly Disagree to Strongly Agree. The level of significance was interpreted using mean-score ranges: Mean ≥ 3.5 as strongly significant, mean between 3 and 3.5 as moderately significant and Mean < 3 as less significant. The findings showed that poor communication with peers, limited space for online classes, mental health difficulties, familial financial stress, limited experience with online assignment submission, lack of faster data, limited social interaction, lack of motivation and disconnection from peers and teachers were strongly significant barriers. Time-management difficulties, fear of online activities, lack of resources for internet data, balancing life and study, lack of digital devices, difficulties in understanding online activities and adjustment of learning style were moderately significant barriers. Technical support and anxiety were less significant. The study recommends strengthening digital infrastructure, institutional communication, financial assistance, digital literacy training, mental health support, blended learning opportunities and national-level policy planning to improve online education during future crises.