Evaluating the impact of COVID-19 pandemic lockdown on education in Nigeria: Insights from teachers and students on virtual/online learning

Abstract

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 (p < 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 (p < 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.