Traditional classroom infrastructure has been completely replaced by digital platforms such as Zoom, Microsoft Teams, Google Meet, and others during the COVID-19 pandemic. The primary objective of this research is to empirically verify the research question "Is online learning providing better academic performance than offline (face-to-face) learning?". Statistical tools and methods such as descriptive analysis, independent t-test, and Analysis of Variance (ANOVA) were used to validate our research question. The research findings show that a marginal positive impact is evidenced in offline learning and there is no gender-based performance differences in online learning. The insights of this research are useful for institutional heads for policy and strategic decision making, to create an interactive learning environment.