DEMOGRAPHIC DIFFERENCES IN PERCEIVED IMPACT OF VIRTUAL LEARNING DURING COVID-19 PANDEMIC AMONG SECONDARY SCHOOL STUDENTS

Abstract

    Lockdown and social distancing measures employed during COVID-19 pandemic led to the closure of virtually all academic institutions across the globe. This led to adoption of virtual learning as alternative pedagogical delivery by some secondary schools in Nigeria. However, since this mode of learning is unusual among many secondary schools students in Nigeria, the acceptability of its usage may be perceived differently along certain demographic factors.   This study therefore examined the demographic differences in perceived impact of virtual learning during COVID-19 pandemic among secondary school students in Oyo metropolis.  A descriptive survey research design was employed for this study. Three hundred and fifty five  Senior Secondary School 3 students ( Male: 43.7%; Female: 56.3%  with the age ranges between 13 and 20 years) participated in the study.  The research instrument named “Virtual Learning in COVID-19 Era Questionnaire†during COVID-19 pandemic was used to collect data.  Content validity of the instrument was established while the instrument was subjected to split-half method of estimation of reliability technique using the Pearson’s Product Moment Correlation Coefficient formula.  Later, Spearman-Brusuan Prophecy Formula was computed and a value of .78 was obtained. Simple percentage, t-Test and ANOVA were used for data analysis. The result shows that there is a significant difference in the perceived impact of virtual learning during COVID-19 pandemic among secondary school students on the basis of age (F = 4.14, P = 3.00). The older students have better perception of virtual learning compared with younger students  There is no significant difference in the perceived impact of virtual learning during COVID-19 pandemic among secondary school students on the basis of gender (t = 1.58, P = 1.96).  There is a significant difference in the perceived impact of virtual learning during COVID-19 pandemic among secondary school students on the basis of their fathers educational attainment (F = 8.69, P = 3.00). Students whose fathers have higher academic qualifications have positive perception of virtual learning. Virtual learning is a good opportunity to continue education but in the context of developing country like Nigeria, the acceptability of its usage is perceived differently across ages and father’s educational level.  It is therefore important that the groups vulnerable to negative perception of virtual learning be taken care off during pedagogical delivery through virtual learning.