THE EFFECT OF COVID-19-INSPIRED SCHOOLS LOCKDOWN ON biology teaching AND LEARNING IN LAGOS STATE TERTIARY institutions
This study looked at the impact of a Covid-19-induced school lockdown on biology teaching and learning in tertiary institutions in Lagos State. The study's total population is 200 students from various higher education institutions in Lagos state. The researcher collected data using questionnaires as the instrument.
This study used a descriptive survey research design. The study included 133 respondents who were final year students, year 4 students, year 3 students, and year 2 students. The collected data was organized into tables and analyzed using simple percentages and frequencies.
The study's context
The global economy has undoubtedly suffered as a result of the Coronavirus pandemic (COVID-19). It has forced many businesses to temporarily close and governments around the world to restrict movement while exempting providers of essential services who must strictly adhere to social distancing rules while providing services in order to contain the virus's spread.
Regrettably, the educational sector is on the receiving end. According to UNESCO, school closures have affected an estimated 1.725 billion students, accounting for approximately 99.9 percent of the world's student population as of April 13th, 2020.
Many families around the world are experiencing severe short-term disruption: home schooling is not only a massive shock to parents' productivity, but also to children's social life and learning. On an unprecedented and untested scale, education is moving online.
Student assessments are also moving online, which means that there will be a lot of trial and error and uncertainty for everyone. Many exams have simply been canceled. Importantly, these disruptions will not only have short-term consequences for the affected cohorts, but will also likely increase inequality.
The recent outbreak of the Coronavirus pandemic widened the global education gap. Although the Coronavirus pandemic is new, it is already having a negative impact on humanity. The COVID-19 outbreak has caused educational disruptions and global health concerns that have proven difficult for global health systems to manage. As of now, no nation or race is immune to the coronavirus pandemic, and the entire world appears to be overwhelmed by the speed of the spread and the devastating effects of COVID-19.
Going to school is the most effective public policy tool for improving skills. While school can be enjoyable and can improve social skills and social awareness, the primary economic benefit of attending school is that it increases a child's ability.
This can be accomplished in a relatively short period of time in school; similarly, a relatively short period of missed school will have consequences for skill growth. But how much will the COVID-19 interruption affect learning, particularly biology learning/teaching? We can't be precise because we're in a new world, but we can get an order of magnitude from other studies.
The global COVID-19 epidemic has affected millions of students, and school closures have frequently caught them, their teachers, and their families off guard. For some, it means missing class entirely, while others are experimenting with online learning and frequently encounter technical difficulties, as well as motivational and psychosocial well-being issues. These issues highlight a critical gap in school-based contingency planning within the context of broader education sector preparedness and emergency management. (https://www.brookings.edu).
Education sector preparedness aims to protect students and educators, plan for educational continuity, and protect education sector investments, all of which contribute to increased resilience through education. According to the NCDC National Disease Control Center) Services preparedness guidance for school-based pandemics, school-based outbreaks frequently give rise to community-wide outbreaks; thus, planning and practicing for such epidemics is an act of safeguarding not only the health of students and staff, but also the health of the larger community.
Based on this context, the researcher wishes to investigate the impact of Covid-19-induced school lockdowns on Biology teaching and learning in Tertiary Institutions in Lagos State.
The pandemic of corona virus disease (COVID-19) in Nigeria has increased tensions and anxiety among the country's citizens. Unlike previous cases in this country, the virus is highly contagious and causes severe signs and symptoms. The issue of providing quality educational continuity remotely that supports not only biological learning and teaching but also the psychosocial well-being of both students and educators is critical to effective preparedness and response.
This lack of research and guidance for planning educational continuity is disastrous, because education is a type of psychosocial support that promotes holistic well-being during times of crisis. Children and youth affected by crises can benefit from intentional investments in education-based psychosocial support and social and emotional learning. Indeed, psychosocial well-being is a significant precursor to learning and has a significant impact on both individuals' and societies' future prospects.
This COVID-19 outbreak will almost certainly not be the last to threaten school continuity, especially given research on how climate change will affect infectious disease occurrence. Schools must immediately update their emergency preparedness plans by creating contingency plans that address not only school-based prevention and safety measures for epidemics, but also ways to continue educating and supporting students and teachers if schools are closed.
The study's objective
The study's objectives are as follows:
Determine the link between corona virus disease (COVID-19) and educational activity.
To assess the impact of corona virus disease (COVID-19) on student well-being.
To investigate the impact of COVID19 on biology teaching and learning in tertiary institutions in Lagos State.
Hypotheses for research
The researcher developed the following research hypotheses in order to successfully complete the study:
H0: No link exists between corona virus disease (COVID-19) and educational activity.
H1: A link exists between coronavirus disease (COVID-19) and educational activity.
H02: COVID19 has no effect on Biology teaching and learning in Tertiary Institutions in Lagos State.
H2: COVID19 has an impact on biology teaching and learning in tertiary institutions in Lagos State.
The study's importance
The study on the effect of Covid-19-induced school lockdown on Biology teaching and learning in Tertiary Institutions in Lagos State will be extremely beneficial to all Nigeria citizens, the educational sector, and the federal government of Nigeria. The study will investigate the prevalence of corona virus disease (COVID-19), its causes, and its impact on the Nigerian educational sector.
The research will educate the public about the mode of transmission of the corona virus disease (COVID-19) and the preventive measures that will be implemented. The study will educate the Nigerian government on how to implement policies to reduce the prevalence of corona virus disease (COVID-19) and how to improve the Nigerian economy during this time period.
The study will serve as a repository of information for other researchers who wish to conduct similar research on the aforementioned topic. Finally, the study will add to the body of literature on the impact of corona virus disease (COVID-19) on Nigerian education.
The study's scope and limitations
The study's scope includes the effect of Covid-19-induced school lockdown on Biology teaching and learning in Tertiary Institutions in Lagos State. The researcher comes across a constraint that limits the scope of the study;
a) RESEARCH MATERIAL AVAILABILITY: The researcher's research material is insufficient, limiting the scope of the study.
b) TIME: The study's time frame does not allow for broader coverage because the researcher must balance other academic activities and examinations with the study.
1.7 TERM DEFINITION
INFECTIOUS EPIDEMIC: Infectious diseases are caused by pathogenic microorganisms such as bacteria, viruses, parasites, or fungi; the diseases can be passed from person to person, either directly or indirectly. EDUCATIONAL SECTOR: A group of institutions (ministries of education, local educational authorities, teacher training institutions, schools, universities, and so on) whose primary purpose is to educate children and young people in educational settings.
Coronavirus disease (COVID-19) is a viral infection caused by a newly discovered coronavirus.
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THE EFFECT OF COVID-19-INSPIRED SCHOOLS LOCKDOWN ON BIOLOGY TEACHING AND LEARNING IN LAGOS STATE TERTIARY INSTITUTIONS