Impact of COVID-19 on the Nigerian Educational System: Strengths and Challenges of Online/Virtual Education

Agbele, Alaba Tolulope; Oyelade, Emmanuel Akinbami

doi:10.9734/ajess/2020/v13i130322

Cited by 28 publications

(11 citation statements)

References 26 publications

(24 reference statements)

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“…For instance, lack of technical know-how could pose a challenge towards consolidating innovation adoption after the COVID-19 pandemic. This is because, before the pandemic, many Nigerian universities operated on a traditional face-to-face learning system with few adopting the innovation (Nwachukwu et al, 2021 ) basically because they lacked the wherewithal to adopt these innovations (Agbele & Oyelade, 2020 ). This shows the level of their conservativeness.…”

Section: Consolidating the New Norm In The Face Of The New Global Rea...mentioning

confidence: 99%

Educational Technology Adoption in Instructional Delivery in the New Global reality

et al. 2022

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Educational technology is a discipline that has a lot of roles to play in the global education system yet, its services had been neglected over the years in Nigeria. The new global reality that was occasioned by the upsurge of COVID-19 has made educational technology a very consequential discipline with conspicuous roles to play in the face of such a global pandemic. COVID-19 has halted many human activities across the globe. Its effect in the education system has resulted to re-adjustment in the school calendar, prolonged graduation dates, and reduced research output. To combat this, many education systems now adopt the services of educational technology thereby changing the old norm. But for this new norm to be sustainable, this paper argues that the education system must show a pragmatic attitude towards the adoption of such innovation rather than a conservative attitude. Therefore, using the diffusion theory of innovation, this paper argues that necessity called for compulsory adoption of innovation in the Nigerian education system. This new opportunity, however, looks bleak as many educational practitioners lack the required skills and attitude to adopt the innovation. It, therefore, concludes that educational practitioners need in-service training to be part of these changes. The government is suggested to apply a systematic approach in procuring and installing ICT facilities that will enhance the diffusion of this innovation into the school system.

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Section: Consolidating the New Norm In The Face Of The New Global Rea...mentioning

confidence: 99%

Educational Technology Adoption in Instructional Delivery in the New Global reality

et al. 2022

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“…Most of the numerous research studies reviewed investigated the effect of Covid-19 on students' academic performance while others looked at students' involvement or participation in extracurricular activities and student's overall performance in learning. Oyinloye (2020), Agbele and Oyelade (2020), Osman (2020), Hubert and Helm (2020), Adelakun (2020) and Ogunode (2020) have conducted various studies on the impact of Covid-19 on education system, schooling and its influence on students' academic performance at secondary school level without investigating its influences on school activities and how stakeholders perceive these influences. Also, Jelinska and Paradowski (2021) conducted research on teachers' perception of student coping with emergency remote instruction during Covid-19 pandemic while Sibanda and Mathwasa (2021) conducted their research on the perceptions of teachers and learners on the impact of Covid-school female learners.…”

Section: Introductionmentioning

confidence: 99%

Stakeholders’ Perception on Influence of Covid-19 Pandemic On Activities of Private Senior Secondary Schools in Ilorin Metropolis

Olaifa¹,

Ismail²,

Atanda³

2022

kje

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The study investigated the stakeholders’ perception on influence of Covid-19 Pandemic on activities of private senior secondary schools in Ilorin Metropolis, Kwara State. Descriptive survey design was adopted using questionnaire as an instrument for data collection. The population of the study was the stakeholders of the private schools at senior secondary level of education in Ilorin Metropolis. The study made use of 30 School Administrators, 120 Teachers and 150 Students of 30 selected private senior secondary schools in all three local government areas that constitute Ilorin Metropolis. The researcher’s self-designed questionnaire was used to obtain information from the 300 respondents. Questionnaire titled: “Covid-19 Pandemic and School Activities Questionnaire (CPSAQ) was used to elicit information. The reliability of the instrument was carried out using test re-test method with reliability index of 0. 849 while the research hypotheses formulated for the study were tested using t-test at 0.05 level of significance. The results of the analysis revealed that there are no significant differences in the perceptions of teachers and students on the influence of Covid-19 on school activities of private senior secondary schools in Ilorin Metropolis, Kwara State. Although School administrators viewed the influence of Covid-19 on school activities of private senior secondary schools differently. The study recommends that teachers need to prepared themselves to explore the full range of opportunities that remote learning offers through online platforms, social media, Television, radio etc. to ensure continuity of learning during an unforeseen situation that may affect traditional classroom activities. Also school authority should diversify alternative methods through which co- curricular and extracurricular activities of the school can be taken care of in case of an emergency outbreak like Covid-19.

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“…The outbreak of the COVID-19 pandemic has affected all aspects of human beings (Lugonzo, 2020); and according to United Nations (UN) (2020), the education sector is among the aspects of life that have received a huge impact from this pandemic in almost all countries, as it was estimated that the pandemic has affected 94 percent of learners globally and approximately 99 percent of learners in developing countries. In the year 2020, the world has witnessed the cancellation of face-to-face modes of education delivery in different educational institutions in more than 171 countries (Agbele, 2020); Ibrahim, Luzinge, and Kapanda (2020). The closure of all educational institutions has revealed the inequalities that exist in the provision of education worldwide because while some of the institutions were able to shift their education to distance through different e-learning platforms including zoom and Moodle, some were not (Ali, 2020;Alemu, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Impact of COVID-19 Pandemic on Teaching and Learning Process in Higher Learning Institutions in Tanzania: A Case of Mwanza Region

Saidi¹,

Mkulu²

2022

GRHE

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This study examined the impact of the COVID-19 pandemic on teaching and learning process in higher learning institutions in Mwanza, Tanzania. The study intended to explore the negative impact of this pandemic on higher education, and also to identify the possible measures to overcome the negative impact of this pandemic. The study has adopted a mixed research approach and an explanatory sequential mixed design. It has involved 188 participants, and data was collected using questionnaires and an interview guide. Content and face validity of research instruments were cross-checked by different research experts. Furthermore, the reliability of research instruments was checked using the split-half technique. Finally, the study discovered some negative impacts which are; slowing down the participation and interaction in teaching and learning which has hindered the attainment of teaching and learning goals. The study has put forward some possible measures to overcome the negative impact of this pandemic which are: to strengthen the e-learning infrastructures, construct more classrooms, and employ more teaching staffs. Then the study recommends that the government of Tanzania and all the educational stakeholders should take education as its number one priority and finance it effectively to ensure a profitable educational process during and after the pandemic.

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Impact of COVID-19 on the Nigerian Educational System: Strengths and Challenges of Online/Virtual Education

Cited by 28 publications

References 26 publications

Educational Technology Adoption in Instructional Delivery in the New Global reality

Educational Technology Adoption in Instructional Delivery in the New Global reality

Stakeholders’ Perception on Influence of Covid-19 Pandemic On Activities of Private Senior Secondary Schools in Ilorin Metropolis

The Impact of COVID-19 Pandemic on Teaching and Learning Process in Higher Learning Institutions in Tanzania: A Case of Mwanza Region

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