News Hub Creator 08/29/2021
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The outbreak of the covid19 pandemic had a global impact on the human, economic, and educational activity. The pandemic's persistence prompted numerous countries to impose restrictions on a variety of activities, including education, in order to contain the virus's spread. Nigeria, being one of the countries hit by the pandemic, put a curfew on all activities with the exception of medical services. Schools were closed, and students were forced to stay at home, hoping that the pandemic would subside speedily. Students who were at home and without access to any learning platform suffered a number of consequences as a result of the epidemic and shutdown. Some of the effects of the covid19 pandemic and lockdown on students are detailed below.
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Suspension of face-to-face instruction in schools during the COVID-19 pandemic has led to concerns about consequences for students’ learning. Evaluating the effects of the Covid19 pandemic and lockdown on students in Nigerian primary, secondary and tertiary institutions, it was discovered that many of the students experience learning loss due to school closure and break in transmission of learning. The students were used to the physical/classroom learning and the surge of Covid19 pandemic and lockdown hampered the progress of academic activities which left many of them restricted from access to learning. The family background of the students also played a role in this aspect; students from literate background (educated parents/guidance) were less affected compare to those whose patents were semiliterate/unlearned. Learning loss implies the loss of knowledge or skills acquired by students when they are not in school. It is obvious that learning diminishes overtime when students don't engage with it regularly, which is why students have to constantly learn and study. Covid19 and lockdown had serious effect on the rote memory of students resulting from clampdown on acaactivities.
Increase in Academic workload.
The impact of Covid19 and lockdown led to an increase in course burden. When they were called back to school, many of the students went through physical and psychological stress in order to look through their books. Because most students were unable to read during the lockdown, their rote memory was reduced to a "factory setting." As a result, they had to read a lot to cover numerous courses/topics that some students' health couldn't withstand.
Students were affected psychologically by the Covid19 pandemic and lockdown. Because of the prolonged lockdown, many students lost interest in studies and channeled their energy into other pursuits. Many students who took exams after schools and academic activity resumed unavoidably suffered as a result of this.
The Covid19 pandemic and the resulting curtailment of activities, including education, has clearly hampered the connection and interaction between teachers/lecturers and students. Prior to the shutdown, a higher percentage of Nigerian higher education institutions used physical learning. During the lockdown, lecturers were unable to communicate with their students, which had a significant impact on the students. Similarly, during the Covid19 lockdown, students in primary and secondary schools were unable to access learning, which disrupted their education.
The corona pandemic has already done enough harm to education, but it also serves as a reminder that we should not limit ourselves to one way of learning. We should not be limited to one form of learning, but rather explore different options that are both quick and efficient. Many institutions tried to adapt to this (virtual/e-learning) during the lockdown, but it didn't work out as planned due to a lack of technical know-how among students and staff. However, when teachers and students are taught how to use digital devices to access online learning systems like Zoom, Google Meet/Google Classroom, and others, they are more likely to use them.
It will make learning more accessible to students and teachers regardless of their location. To make studying easier and encourage digital knowledge in schools, the government should support and provide digital facilities for government educational institutions (primary, secondary, and tertiary).
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