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EFFECT OF COVID19 PANDEMIC ON THE ACHIEVEMENT OF GOVERNMENT SECONDARY SCHOOL
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
The importance of education to human development has been well documented, highlighting the catalytic roles of education in national and human capital developments (Fägerlind & Saha, 2016; Griffin, Care & McGaw, 2012). Education is a means of selfdevelopment through learning, knowledge, skills, and habits conveyed across generations. The importance of education for the economic, social and moral development of nations cannot be under-estimated. It is of significant concern that education at all levels has been threatened since the emergence of the novel coronavirus disease 2019 (COVID-19). The coronavirus disease is a highly infectious disease that has plagued the world population over the months from December 2019 till date. The disease spread through droplets (World Health Organization, 2020) and has affected more than 9.1 million persons, and resulted in about 473,000 deaths worldwide (Aljazeera News, 2020) as at the time of writing this paper. As a result, countries have relied on several containment measures, including a range of physical and social distancing measures to flatten the epidemiological curve and avert morbidity and mortality due to COVID-19 (Barasa et al., 2020; Viner et al., 2020).
Different countries have engaged in various measures to implement physical distancing, such as complete closure of the economy, including educational institutions (Nicola et al., 2020; UNESCO, 2020). The pandemic is affecting all levels of the education system, from pre-school to higher education, in a manner that is of irreparable educational and economic implications (Lindzon, 2020). For instance, a four-week school closure in New York City translated to an economic impact of about $10.6 and $47.1 billion (Lindzon, 2020).
Though school closure is intended to control the spread of the virus within schools, prevent carriage to other vulnerable individuals, and sustain public health, these closures have had widespread socioeconomic impacts (Lindzon, 2020; Wren-Lewis, 2020; Cauchemez et al., 2009). Furthermore, the far-reaching effects of social/physical distancing and the associated lockdown measures, as well as school closures, have thwarted the education sector and are expected to leave an indelible mark on the education system (Impey, 2020; Yinka & Adebayo, 2020; Nicola et al., 2020). Over 188 out of 195 countries have been implementing nationwide school closures and restricted education facilities (Nicola et al., 2020; UNESCO, 2020). It is estimated that more than 1,576, 021, 858, which constitute about 91.3% of all the learners across the globe, have been affected by the closure of educational institutions (Fong et al., 2020; Nicola et al., 2020; Sadique Adams & Edmunds, 2008; Brown et al., 2011; UNESCO, 2020). Apart from the impact on learners, school closures have high economic, health and social costs (Cauchemez et al., 2009; Brown et al., 2011; Wu et al., 2010).
Timely responses have been in place in most countries, such as Australia, Italy, Germany, Hong Kong, with regard to online learning before the pandemic (Crawford et al., 2020). Yet, researchers have shown that the pandemic has posed significant challenges to education in such countries (Crawford et al., 2020). Hence, it is expected that the pandemic would have a more adverse effect on schools that had no online learning platforms before the pandemic (Zhong, 202; Kachra & Brown, 2019). Zar et al. (2020) pointed out that the indirect effects of the pandemic include disrupted schooling and lack of access to school, more especially in low and medium-income countries.
In low and medium-income countries, the impact of COVID-19 is particularly threatening to education given that education systems have been working on substandard platforms (Dan-Nwafor et al., 2020; Yinka & Adebayo, 2020). It is also challenging in overcrowded resource constrained schools in these regions to provide a safe learning environment for students (Zar et al., 2020). The pandemic has a peculiar dissipating impact on education in Africa and other countries through decreased level of education, broadened existing divide in learning access and outcomes and increased school dropouts (Blundell et al., 2020; Dorn et al., 2020).
1.2 Statement of the problem
In Nigeria, the threat posed to education is compounded due to peculiar vulnerabilities, including poor health systems, poverty and inequality, hunger, internally displaced populations, high population densities, urban-rural divide and out-of-school population (Obiako & Adeniran, 2020). Prior to COVID-19, Nigeria accounts for one in every five of the world’s out-of-school children. About 10.5 million children aged 5-14 years in Nigeria were out of school, and only about 61 % of 6 to 11-year-old children receive primary school education on a regular basis (UNICEF Nigeria, n.d.). Hence, while Nigeria is battling with underlying educational challenges that have kept the country behind in getting young people ready for the dynamic workplace (Dan-Nwafor et al., 2020; Obiako & Adeniran, 2020; Yinka & Adebayo, 2020), COVID-19 impacts further exacerbate this problem.
1.3 Objectives of the study
1. To understand the effect of covid19 pandemic on external examinations in Nigeria
2. To understand the relationship between pandemic and effectiveness external examinations in Nigeria
1.4 Research Questions
1. What is the effect of covid19 pandemic on achievement of government secondary school.
2. What is the relationship between pandemic and academic effectiveness in government secondary school
1.5 Research Hypothesis
H0: There is no relationship between pandemic and achievement in government secondary school
H1: There is a relationship between pandemic and achievement in government secondary school.
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