Published Paper Details:

The present study investigates the impact of virtual teaching on the psychomotor development of IX standard students studying Social Studies (Geography) at Government High School, Chikkabidarakallu, in Bengaluru Urban District. A total of 60 students from Grade IX were selected and equally divided into two groups: an experimental group (N=30), which received instruction through virtual teaching methods and a control group (N=30), which was taught using traditional classroom methods. The virtual teaching intervention incorporated tools such as Zoom and Google Meet for live sessions, multimedia presentations with visual aids and maps, interactive platforms like Kahoot, Quizizz, Canva and Flipgrid, as well as hands-on tasks like map drawing, labeling activities, group discussions and role plays. The study adopted a Randomized Matching Control Group Pre-test Post-test Design. To assess psychomotor development, the researcher developed and standardized a tool consisting of five practical tasks and its reliability was confirmed using the test-retest method. Data analysis using paired sample t-tests and independent sample t-tests showed that students in the virtual teaching group demonstrated significantly greater improvement in psychomotor skills compared to those in the traditional group. The findings suggest that virtual teaching methods effectively enhance not only content learning but also psychomotor abilities in Social Studies education. The study concludes that integrating virtual platforms and interactive digital tools into classroom instruction can foster improved engagement, understanding and skill development. Hence, educators are encouraged to adopt virtual teaching approaches to strengthen psychomotor outcomes in secondary school education.