Parental Attitudes Towards E-Learning During Covid 19 Pandemic On Secondary School Students
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Parental Attitudes Towards E-Learning During Covid 19 Pandemic On Secondary School Students
Abstract
The research investigates parents’ views towards e-learning during the Covid 19 pandemic in teaching and learning. The research sample included 200 parents. The major source for data collection was a structured questionnaire with a five-point Likert scale. The questionnaire was distributed to the respondents.
The study used a qualitative and quantitative data analysis strategy. The Hypotheses were tested using ANOVA, Correlation, and Regression analysis in SPSS version 25. The Cronbach Alpha test was used to determine the reliability coefficient.
The data demonstrated that parents fully cooperated with the E-learning process, which has a significant impact on the dissemination of COVID-19. Furthermore, we discovered that online teaching can aid with social distancing.
Social media shows a negative link with community spread of COVID-19, however video conferencing has a favourable impact on COVID-19 importation, and Internet usage may help to reduce coronavirus spread in Nigerian secondary schools.
The study finds that distance learning technologies are an effective technique that the Nigerian government should implement in the educational sector to prevent future sickness outbreaks that disrupt academic activity.
The report advises that the Ministry of Health require all Nigerian educational institutions, from primary to tertiary, to comply with information communication technology (ICT) in order for distance learning technologies to be active and efficient.
Chapter one
Introduction
Background of Study
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. The coronavirus pandemic has no boundaries, and its impact is widespread and rapid. Within a few months of the disease’s emergence
it significantly altered global lifestyles, forcing billions of people to’stay at home’, ‘observe self-isolations’, and work and learn from home. It has limited people’s freedom to migrate, trade, and associate.
COVID-19 has not only resulted in absolute lockdowns in numerous countries around the world, but it has also killed thousands of individuals, including women and the elderly.
It was even more frightening to see that data from many continents, including America, Africa, Asia, and Europe, showed a daily increase in the number of new cases and deaths due to COVID-19.
As of April 2020, the number of global COVID-19 cases had topped one million, with more than 220,000 deaths. It was especially scary that the United States recorded more than 2000 COVID-19 deaths in a single day, despite the country’s tremendous commitment to combating the virus.
The number of Coronavirus deaths was skyrocketing, with no clear answers in sight. The sickness showed no indication of slowing down over the world. The COVID-19 outbreak prompted US President Donald Trump to use the “Defence Production Act”.
The government recently declared a national emergency due to the increasing number of new Coronavirus cases in the country (Priscillia, 2020). The US administration also negotiated with lawmakers to adopt a stimulus package worth more than $2 trillion to combat the Coronavirus pandemic and provide some assistance to residents and companies affected by the outbreak.
Similar preparations were taken in several other nations, like Germany, where 810 billion US dollars were set aside to mitigate the impacts of the epidemic, but the virus quickly spread over the world.
Distance learning technology is the technique of learning from home using the internet, email, and telephone. Distance learning technologies, commonly known as online learning, are becoming increasingly popular globally. Many businesses are implementing it to reduce office congestion and make better use of their flex-time.
Telecommuting refers to learning from home while engaging with your business, customers, and others via phone, email, and the internet (Hornby et al. 2010).
A teleworker could hold meetings via teleconferencing, which is a conference or discussion in which people from different places can communicate via online technologies such as Zoom, Google Meet, WhatsApp, and other communication methods such as video and phone. Distance learning technologies incorporate learning from home or another remote location using computers and telecommunications equipment (Daft, 2010).
The Third Wave has taken centre stage around the world, both in the West and in the Global South. Electronic learning has eclipsed the traditional method of learning used in the educational sector prior to the crisis.
In the 1990s, organisations typically used a specific room equipped with television cameras for videoconferences, but thanks to modern computers and telephones with integrated cameras and microphones, one can now participate in videoconferences without leaving the office (Robbins, Timothy, and Seema, 2008).
Teleworking is defined as learning from home using a terminal connected to a central organisation or networked with other learners (Armstrong, 2006).
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