abstract

Background: Online learning expanded rapidly during the COVID-19 pandemic, forcing nursing institutions to shift teaching modalities. Offline (traditional classroom) methods allow face-to-face interaction, whereas online methods provide flexibility and technology-based learning. There is still limited empirical evidence comparing the academic performance of nursing students under both approaches.

Aim: To compare academic performance and learning outcomes among nursing students taught through online versus offline teaching methods.

Methods: A quasi-experimental comparative study was conducted among 240 BSc Nursing and GNM students selected through stratified random sampling. Data were collected using:
(1) Academic Performance Test (APT),
(2) Teaching-Learning Satisfaction Scale (TLSS),
(3) Observation checklist during practical demonstrations.
SPSS (Version 26) was used for descriptive and inferential analysis (t-test, chi-square, correlation).

Results: Offline teaching significantly improved mean academic scores (Mean = 78.4±8.12) compared to online teaching (Mean = 69.7±9.34), p<0.001. Students reported higher satisfaction, better concept clarity, and enhanced practical skill attainment in offline learning. Online teaching showed advantages in flexibility and digital skill development.

Conclusion: Offline teaching remains superior for nursing education due to its hands-on nature, clinical demonstration requirements, and interpersonal interaction. Online methods can be used as supportive blended learning tools but cannot fully replace offline teaching.