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In light of the COVID-19 epidemic in teaching and learning, the paper investigates parents’ perceptions towards e-learning. 200 parents make up the research sample. Data were gathered from the main source using a structured questionnaire that used a five-point Likert scale.

Respondents were given the questionnaire. The method of both qualitative and quantitative data analysis was used in the study. The Statistical Package for Social Sciences (SPSS) version 25 was used to evaluate the hypotheses using ANOVA, Correlation, and Regression analyses.

The reliability Coefficient was established using the Cronbach Alpha test. The results showed that parents gave the E-learning method their full support because it has a significant impact on the COVID-19 outbreak. We also discovered that social distance might be reduced through online instruction.

Internet usage may help stop the spread of the coronavirus in Nigerian secondary schools. Social media has a negative link with the community spread of COVID-19, whereas video conferencing has a positive correlation with the importation of COVID-19.

According to the study’s findings, the Nigerian government should use remote learning technology as an effective strategy in the educational sector to prevent the spread of any diseases that can interfere with academic activities in the future.

The ministry of health should mandate information and communication technology (ICT) compliance for all Nigerian educational institutions, from primary to tertiary, in order to make it possible for remote learning technologies to be effective and active, according to the paper’s recommendations.



The current Coronavirus pandemic epidemic widened existing inadequacies in the worldwide education system. Even though the coronavirus pandemic is new, humanity is already suffering from its negative repercussions.

The COVID-19 outbreak has caused disruptions in education and raised issues with global health that have been exceedingly challenging for international health institutions to handle.

No country or race in the globe is currently immune to the coronavirus pandemic, and COVID-19’s rapid expansion and catastrophic effects seem to be overwhelming the whole planet. The coronavirus pandemic knows no bounds and has a swift and significant impact.

Just a few months after the sickness first appeared, it had already profoundly altered global lifestyles, forcing billions of people to “stay at home,” “observe self-isolations,” and conduct work and school from their homes. The ability of people to move, trade, or interact freely has been restricted.

In addition to putting many nations on complete lockdown, COVID-19 claimed hundreds of lives, many of whom were women and senior citizens.

It was even more concerning to see that data from other continents, including America, Africa, Asia, and Europe, suggested a spike in COVID-19-related death and new cases every day.

Global COVID-19 cases have topped one million cases and more than 220,000 deaths as of April 2020. It was especially alarming that despite the nation’s steadfast dedication to the fight against the disease, the USA recorded more than 2000 COVID-19 deaths in a single day.

With no quick answers in sight, the number of deaths caused by the coronavirus was skyrocketing. Around the world, the sickness showed no signs of stopping down. The “Defence Production Act” was referred to by US President Trump in response to the COVID-19 outbreak.

Due to the nation’s increasing number of new Coronavirus cases, the government also declared a national emergency (Priscillia, 2020). The US government also bargained with the parliament to adopt a stimulus package worth more than 2 trillion dollars to fight the Coronavirus pandemic and offer some assistance to people and companies affected by the outbreak.

Similar steps were also carried out in numerous other nations, such as Germany, where 810 billion US dollars were also allocated to stem the pandemic’s impacts, but the virus quickly spread to many other parts of the world.

The process of learning remotely using the internet, email, and telephone takes place through distance learning technology. Online learning is another name for distance learning, and the idea of remote learning is becoming more and more popular.

It is being used by many businesses to reduce office traffic and help employees make the most of their flexible scheduling. Telecommuting is defined as working from home while staying in contact with your office, clients, and other people via phone, email, and the internet (Hornby et al., 2010).

Teleconferencing, or holding a conference or discussion when participants from different places are able to communicate via online technologies like Zoom, Goole Meet, WhatsApp, and other communication methods, such as video and telephone, could be used by teleworkers to conduct meetings.

Thus, using computers and telecommunicating tools, distance learning technology entails learning from home or another remote location (Daft, 2010).

Both in the Western world and the Global South, the Third-wave’s presence has taken centre stage. The traditional methods of learning used in the educational sector prior to the crisis have been superseded by electronic learning.

Because of the advancement of computers and telephones with built-in cameras and microphones, it is now possible to participate in videoconferences without leaving the office,

unlike in the 1990s when organisations typically used a specific room with television cameras for this purpose (Robbins, Timothy, and Seema, 2008).

Teleworking (Armstrong, 2006) involves learning from home using a terminal connected to the main organisation or networked with other students.

The idea of learning from home while using a computer, phone, email, and internet is known as distance learning technology. Because the globe is like a village, globalisation made it relatively simple to learn from any area.

In contrast to today, the majority of computers and phones in the 1980s and 1990s lacked built-in cameras and microphones.

Due to the improvement, business may now be conducted from home as it would be in an office setting, but with less stress, thanks to telephones and computers with built-in cameras and microphones that facilitated the workflow.

Nigeria currently has 92.3 million internet users, and by 2023, that figure is projected to reach 187.8 million. This demonstrates that the population of Nigeria has a 47.1 percent internet penetration rate in 2018 and is projected to reach an 84.5 percent penetration rate by 2023 (Clement, 2019).

In terms of internet freedom, Nigeria was placed 21st out of 65 countries globally and 47th in sub-Saharan Africa (Freedom House Index, 2019). Nigerians who use the internet for learning and teaching benefit greatly from distant learning technologies.

Nearly 50 million Nigerians use smartphones to access the mobile internet, making it widely available (Clement, 2019). Remote activities are made simple and less stressful with the help of the internet, cellphones, and other social media like Zoom, Google Class and Meet, WhatsApp, etc.

By connecting with the electronic link, remote access enables the operation of a computer system, telephone, email, etc. from a different location (The Webster’s Comprehensive Dictionary, 2003).

With remote access, lecturing from home is simple and pleasurable, and the teacher and students can communicate as if they were in a traditional classroom using tools like Zoom, Google Meet, WhatsApp video, and video conferencing.


The institution closures have far-reaching economic and societal repercussions in addition to having an effect on the students, teachers, and families.

To reach students remotely and lessen the interruption of education caused by school closures, UNESCO advised the adoption of distance learning programmes and open educational platforms that schools and teachers can use.

Approximately 61% of the world’s student population, or 1,067,590,512 learners, have been impacted by school cancellations as a result of the pandemic in 110 countries as of July 7, 2020, according to UNESCO monitoring.

Localised closures in several other nations have affected millions of more students. The COVID-19 epidemic closure has an impact on around 87 lakh pupils in Nepal alone, spanning pre-primary to postsecondary education levels [ISCED levels 0 to 8].

Although it is difficult to foresee how the pandemic will develop, there is a chance that there will be more stringent guidelines about physical proximity.

According to the United Nations, 166 nations stopped their educational institutions to stop the spread of the coronavirus, which infected 1.5 billion children and teenagers worldwide—or 87 percent of the enrolled population.

The effects of online learning on the Nigerian educational system have been extensively researched (Onyeukwu, Akanegbu, and Igbokwe, 2017).

For both students and professors, the adoption of distance learning technologies in Nigerian educational institutions has many advantages. The classes are typically not interrupted when distance learning technology is used in a learning institution.

The coronavirus, also known as COVID-19, originated in Wuhan, China, in late 2019 and has since spread wildly over the world. The virus was introduced to Nigeria by an Italian. Many nations’ progress in terms of the economy, society, and education has been hampered.

Schools were closed as a result of the unsightly COVID-19 pandemic, which also caused several lockdowns and disruptions to the operations of various sectors. Applying remote learning technologies to the practise of teaching pupils nationwide from homes became vital.

The sole instrument still available to combat the COVID-19 pandemic in Nigeria’s educational system is distance learning technology.

The idea is facing significant difficulties, though, including a lack of suitable power supplies, expensive airtime, and subpar network service from network providers.

These issues have been impeding the effectiveness and efficiency of online teaching, social distancing, and remote learning activities in teaching and learning. Finding a suitable solution was facilitated by these difficulties.

How do parents feel about online education in the midst of the COVID 19 pandemic?

How has social distance in teaching and learning been impacted by online instruction?

How much has the physical contact distribution of COVID-19 in education been impacted by video conferencing?

How much has internet use impacted the community’s adoption of COVID-19 in education?


The study’s primary goal is to investigate parents’ attitudes towards online learning during the COVID-19 epidemic in teaching and learning. Additional goals that were established in accordance with the research questions are as follows:

To assess the impact of video conferencing on the physical contact spread of COVID-19 in teaching and learning, and

To ascertain how online teaching affects social distance in teaching and learning.

To investigate the impact of internet use on COVID-19 teaching and learning in the community.


In accordance with the study’s goals and research questions, null hypotheses were developed: Ho1: Parents’ attitudes towards online education help students perform well.

Ho2: There is no connection between the physical contact dissemination of COVID-19 in teaching and learning and video conferences.


Different persons are affected by the COVID-19 virus in various ways. The majority of COVID-19 infected individuals will experience mild to moderate symptoms and recover without the need for special care. A increased risk of serious illness and mortality exists in older adults and those with underlying medical disorders.

The study generates policy suggestions for the Nigerian government regarding the country’s educational system. This would give secondary school administrators in Nigeria a different way to lessen the negative consequences of any future disease outbreaks

that could interfere with learning and school activities. The research adds to the body of knowledge and can be used as a resource by other scholars.


Although rural communities were randomly chosen as research regions, the study involves parents in secondary schools in Abuja.

The study’s focus is only on parents’ perceptions of e-learning, secondary school students’ academic performance, and the environmental health practises of rural residents in the AMAC education zone.


There are five chapters in this thesis. An outline of the study is provided in Chapter 1. This chapter also includes the study’s introduction and objectives.

The literature review and theoretical underpinnings of the study are covered in Chapter 2 while the research technique is covered in Chapter 3.

The analysis of the research is in Chapter 4. The analysis was done to provide answers to the research questions posed in order to provide recommendations for United Bank of Africa and define the problem.

Chapter 5 concludes with a summary, a conclusion, and recommendations. A list of references and annexes related to the study were also included in this report.

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