effect of Covid-19 induced Schools’ lockdown on teaching and learning of Biology in Tertiary Institutions in Lagos State
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effect of Covid-19 induced Schools’ lockdown on teaching and learning of Biology in Tertiary Institutions in Lagos State
Abstract
This study looked at how the Covid-19-induced school lockdown affected biology teaching and learning in Lagos State’s tertiary institutions. The study’s entire population consists of 200 students from chosen higher education institutions in Lagos state.
The researcher employed questionnaires to collect data. The descriptive survey research design was used for this investigation. The study used 133 respondents, including final-year students, year 4 students, year 3 students, and year 2 students. The acquired data was organised into tables and analysed using simple percentages and frequencies.
Chapter one
Introduction
Background of the study.
The Coronavirus pandemic (COVID-19) has undoubtedly harmed the world economy. It has led many businesses to temporarily close and governments throughout the world to impose travel restrictions while exempting suppliers of critical services who must closely adhere to social distancing guidelines while providing services in order to prevent the virus from spreading further.
Unfortunately, the education sector is on the receiving end. According to UNESCO, school closures have affected an estimated 1.725 billion students, accounting for approximately 99.9% of the global student population as of April 13th, 2020.
Many families around the world are experiencing serious short-term disruption: home schooling is a tremendous shock to parents’ productivity as well as children’s social lives and learning. Teaching is being moved online on an unprecedented scale.
Student assessments are also shifting online, resulting in a lot of trial and error and uncertainty for everyone. Many assessments have simply been cancelled. Importantly, these disruptions will not only be temporary, but will also have long-term effects for the impacted groups, thereby increasing inequality.
The latest Coronavirus pandemic has widened the global education divide. Although the Coronavirus pandemic is new, it has already had a negative impact on humanity. The COVID-19 outbreak caused educational disruptions and worldwide health issues that global health institutions struggled to control.
As of now, no nation or race in the globe is immune to the coronavirus pandemic, and the entire planet appears overwhelmed by the rapid spread and catastrophic impacts of COVID-19.
Going to school is the most effective public policy strategy for increasing skills. While school can be enjoyable and help to develop social skills and awareness, the fundamental economic benefit of attending school is that it improves a child’s abilities. Even a very brief duration of absence from school has an impact on skill development.
But how big of an impact would the COVID-19 interruption have on learning, particularly biology learning/teaching? We can’t be particularly precise because we’re in a new realm, but we can gain an order of magnitude from prior studies.
The COVID-19 pandemic has touched millions of pupils, and school closures have frequently taken them, their instructors, and families by surprise. For others, it means missing class entirely, while others are experimenting with online learning and frequently encounter difficulties with online connections, as well as motivational and psychosocial well-being issues.
These issues highlight a crucial gap in school-based contingency planning within the larger education sector preparedness planning and disaster management.(https://www.brookings.edu).
Education sector readiness seeks to protect children and instructors, plan for educational continuity, and maintain education sector investments, all of which lead to increased resilience via education.
According to the NCDC (National Disease Control Centre) Services preparedness guidance for school-based pandemics, school-based outbreaks frequently lead to community-wide outbreaks; thus, planning and practicing for such epidemics protects not only the health of students and staff, but also the health of the larger community.
Based on this background, the researcher wishes to evaluate the effect of Covid-19-induced school lockout on teaching and learning of biology in Tertiary Institutions in Lagos State.
Statement of the Problem
The epidemic of coronavirus illness (COVID-19) in Nigeria has raised tensions and worry among the country’s inhabitants. The virus, unlike other occurrences in this country, is highly contagious and causes severe symptoms.
The topic of how to deliver excellent educational continuity remotely that promotes not just biology learning and teaching, but also the psychosocial well-being of both students and educators, is crucial to effective preparation and reaction.
This lack of study and direction for planning educational continuity is devastating, as education is a kind of psychosocial support that enhances overall well-being throughout crises.
Children and teens affected by disasters can benefit from intentional investments in education-based psychosocial support as well as social and emotional learning. Indeed, psychosocial well-being is a key antecedent to learning, with implications for both individuals and society’ future prospects.
This COVID-19 epidemic is undoubtedly not the last to disrupt school continuity, especially considering research into how climate change may alter infectious disease occurrence.
Schools must quickly update their emergency preparation strategies by adopting contingency plans that include not only school-based preventative and safety measures for epidemics, but also ways to continue educating and supporting kids and staff if schools are closed.
The Objectives of the study
The study’s aims are:
To determine the link between coronavirus disease (COVID-19) and educational engagement.
To investigate the influence of coronavirus disease (COVID-19) on student well-being.
To determine the influence of COVID-19 on the teaching and learning of Biology at Tertiary Institutions in Lagos State.
Research Hypotheses
To ensure the study’s success, the researcher developed the following research hypotheses:
H0: There is no link between COVID-19 and educational activity.
H1: There is a link between COVID-19 and educational activity.
H02: COVID-19 has little influence on the teaching and learning of biology in tertiary institutions in Lagos State.
H2: COVID-19 has an effect on biology teaching and learning in Lagos State’s tertiary institutions.
Significance of the Study
The study on the impact of Covid-19-induced school lockdowns on biology teaching and learning in tertiary institutions in Lagos State will be extremely beneficial to all Nigerian citizens, the educational sector, and the federal government of Nigeria. The study will look into the prevalence of coronavirus illness (COVID-19), as well as its causes and effects on the Nigerian educational system.
The study will educate the public on the mode of transmission of coronavirus illness (COVID-19) and the preventive measures that should be taken. The study would educate the Nigerian government on policy implementation to reduce the prevalence of coronavirus illness (COVID-19) and boost the Nigerian economy during this time
. The study will act as a repository of information for other scholars who wish to conduct comparable research on the same issue. Finally, the study will add to the body of existing knowledge on the impact of coronavirus disease (COVID-19) on Nigerian education.
Scope and limitations of the study
The study’s focus includes the impact of Covid-19-induced school lockdowns on biology teaching and learning in Lagos State’s tertiary institutions. The researcher faces various constraints that limit the scope of the investigation;
a) AVAILABILITY OF RESEARCH MATERIAL: The researcher has insufficient research material, which limits the investigation.
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 Definition of Terms
INFECTIOUS EPIDEMIC: Infectious diseases are caused by pathogenic microorganisms such as bacteria, viruses, parasites, or fungus, and can be transmitted directly or indirectly from one person to another. EDUCATIONAL SECTOR:
The education sector, also known as the education system, is a collection of institutions (ministries of education, local educational authorities, teacher training institutions, schools, universities, and so on) whose primary mission is to educate children and youth in educational settings.
COVID19: Coronavirus disease (COVID-19) is an infectious disease caused by a recently discovered coronavirus.
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