American
International
University-
Bangladesh

Students & Supervisors

Abstract

The rapid digital revolution in the education sector of Bangladesh has changed the nature of student engagement and learning outcomes drastically. Traditional and in-person learning was dominant until the middle of the 2010s when online learning first appeared in small pilot programs. Covid-19 (2020) forced a transition to online learning which exposed inequalities in access, infrastructure and teacher preparedness. However, this crisis also sped up national investments in educational technology (EdTech), teacher digital literacy and hybrid learning systems. This paper presents a comparative statistical study of the learning styles of in-person, online and hybrid learning to determine its impact on student engagement between 2010 and 2024. The main objective of this study is to compare the impact of online learning in Bangladesh with traditional face-to-face teaching and learning through analyzing the students' engagement in online education by employing statistical analysis. It aims to analyses change over time in attendance rates, assignment completion rates, passing rates and indices of engagement in different modes of learning between 2010 and 2024. Moreover, the study aims to identify the role of digital access, digital literacy of teachers and investment in the national EdTech in defining the fruit of the engagement along with evaluating the performance of hybrid learning model as a sustainable and resilient learning model for the future. The research is conducted on the basis of data synthesis of longitudinal studies of 2010-2024 at the secondary and higher levels of education. Worthy variables include student access to digital, attendance rates, assignment completion, exam pass rates, teacher digital literacy and investment in EdTech in the country. A comparative statistical method was used to trace engagement over time and across modes. Correlation analysis was then performed in the quantification of correlation between online engagement outcomes and digital access as well as teacher competence. The findings demonstrate that there are four phases: (1) Pre-Digital Era (2010-2013), in-person engagement was steady, and online engagement was negligible; (2) Pilot Era (2014-2019), online engagement lagged in person by 15-20 points; (3) Emergency Remote Teaching (2020-2021), due to lack of access engagement dropped significantly but national investment surged; and, (4) Hybrid Normalization (2022-2024), in-person and online engagement were stabilized and began to converge. Correlation analysis indicated that there was a high degree of positive correlations: digital access and online engagement (r = 0.98) and teacher digital literacy and online performance (r = 0.95). By 2024, the number of people taking hybrid learning was very close to the numbers taken in person prior to the pandemic. The study is concluded that even though online learning cannot completely substitute in person the education, it has become a powerful tool which complements the in-person education. The hybrid model is both adaptable, as digital platforms, and powerful, as conventional teaching, providing resilience and inclusivity. Future strategies should be about improving content quality, interactive & data driven engagement tools. Hybrid learning can be its default model of education in the next decade in Bangladesh.

Keywords

Publication Details

• Type of Publication:
• Conference Name: 24th International Mathematics Conference
• Date of Conference: 18/12/2025 - 18/12/2025
• Venue: University of Chittagong
• Organizer: Department of Mathematics, University of Chittagong