Ebohon Osamudiamen, Obienu Anayochukwu Chukwunonso, Irabor Francis, Amadin Frank Iwebuke, Omoregie Ehimwenma Sheena
Biochemistry Program, Department of Biological and Chemical Sciences, Faculty of Natural and Applied Sciences, Michael and Cecilia Ibru University, P.M.B. 100, Agbarha-Otor, Delta State Nigeria.
Department of Information Technology, Bayelsa Medical University, Yenagoa, Bayelsa State Nigeria.
Bull Natl Res Cent. 2021;45(1):76. doi: 10.1186/s42269-021-00538-6. Epub 2021 Apr 20.
As in many countries worldwide, due to the COVID-19 pandemic lockdown, higher institutions in Nigeria closed in March 2020 and only began reopening in October of the same year. As a result of the lockdown, some higher institutions had to quickly move from the traditional face-to-face teaching method to virtual learning. This study aimed to investigate the impact of COVID-19 lockdown on education in Nigeria and also provide recommendations that may be useful in developing remote teaching contingency strategies. Five-point Likert-scale questionnaire targeting students and teachers separately was designed to get feedbacks from both students and teachers on their experiences, issues and successes. The questionnaires were divided into five categories: virtual classrooms, course learning outcomes, alternative method of assessment, impact of online teaching and satisfaction.
A total of 703 students and 60 teachers from five different local universities participated in this study. All participants (> 50%) had difficulties with Internet connection. Students (67%) as well as teachers (59%) agree that they had limited interactions with one another and this negatively influence student's satisfaction ( < 0.01). While students were split on the most appropriate method of assessment, teachers (63%) believe assignments and oral examinations are more suitable for online teaching. Many teachers (66%) admitted that it was difficult assessing students' abilities and performance. Some students (> 40%) were concerned about the number of assignments given. Most teachers (84%) believe there is an increase in tendency for examination malpractice when assessment was conducted virtually. Students had significantly ( < 0.05) higher marks in all courses during online assessment compared to previous session involving face-to-face teaching. About 83% of teachers admitted it was difficult explaining complex scientific concepts.
Based on the results of this study, we provided recommendations to help educational institutions in Nigeria develop remote teaching contingency strategies.
The online version contains supplementary material available at 10.1186/s42269-021-00538-6.
与世界上许多国家一样，由于新冠疫情封锁，尼日利亚的高等院校于2020年3月关闭，同年10月才开始重新开放。由于封锁，一些高等院校不得不迅速从传统的面对面教学方式转向虚拟学习。本研究旨在调查新冠疫情封锁对尼日利亚教育的影响，并提供可能有助于制定远程教学应急策略的建议。分别针对学生和教师设计了五点李克特量表问卷，以获取学生和教师对他们的经历、问题和成功之处的反馈。问卷分为五个类别：虚拟课堂、课程学习成果、替代评估方法、在线教学的影响和满意度。
来自五所不同地方大学的703名学生和60名教师参与了本研究。所有参与者（>50%）都存在网络连接困难。学生（67%）和教师（59%）都认为他们彼此之间的互动有限，这对学生的满意度产生了负面影响（<0.01）。虽然学生对最合适的评估方法存在分歧，但教师（63%）认为作业和口试更适合在线教学。许多教师（66%）承认评估学生的能力和表现很困难。一些学生（>40%）担心布置的作业数量。大多数教师（84%）认为在虚拟评估时考试作弊的倾向会增加。与上一届面对面教学相比，学生在在线评估期间所有课程的成绩都显著更高（<0.05）。约83%的教师承认解释复杂的科学概念很困难。
基于本研究结果，我们提供了建议，以帮助尼日利亚的教育机构制定远程教学应急策略。
在线版本包含可在10.1186/s42269-021-00538-6获取的补充材料。
