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The Impact Of Covid 19 On Nigerian Educational System, The Case Of Enugu State 2019-2021


1.1        Background of the study

1.2        Statement of problem

1.3        Objective of the study

1.4        Research Hypotheses

1.5        Significance of the study

1.6        Scope and limitation of the study

1.7       Definition of terms

1.8       Organization of the study




3.0        Research methodology

3.1    sources of data collection

3.3        Population of the study

3.4        Sampling and sampling distribution

3.5        Validation of research instrument

3.6        Method of data analysis



4.1 Introductions

4.2 Data analysis


5.1 Introduction

5.2 Summary

5.3 Conclusion

5.4 Recommendation



This study was intended to examine the impact of covid-19 on education in Nigeria. This study was guided by the following objectives; to evaluate the awareness of Covid-19 virus among students in Nigeria, to examine the impact of Covid-19 on education in Nigeria and to evaluate the after effect of Covid-19 pandemic on education system in Nigeria. The study employed the descriptive and explanatory design; questionnaires in addition to library research were applied in order to collect data. Primary and secondary data sources were used and data was analyzed using the chi square statistical tool at 5% level of significance which was presented in frequency tables and percentage. The respondents under the study were 100 teachers and students of selected secondary schools in Abuja, FCT, Nigeria. The study findings revealed that Covid-19 pandemic has significant impact on education in Nigeria; based on the findings from the study, schools need resources to rebuild the loss in learning during the pandemic.



  • Background of the study


Few months ago, the Director General of the World Health Organization (WHO) declared the outbreak of the coronavirus disease 2019 (COVID-19) on 30th January 2020 a Public Health Emergency of International Concern (PHEIC). In 2019, there was anxiety about the impact of a US-China trade war, the US presidential elections and Brexit on the World Economy. On account of these, the IMF had predicted moderated global growth of 3.4 percent. But COVID-19 – the disease caused by SARS-CoV-2, a novel strain of coronavirus from the SARS species – changed the outlook unexpectedly. Due to fear and uncertainty, and to rational assessment that firms’ profits are likely to be lower due to the impact of COVID-19, global stock markets erased about US$6 trillion in wealth in one week from 24th to 28th of February. The S&P 500 index lost over $5 trillion in value in the same week in the US while the S&P 500’s largest 10 companies experienced a combined loss of over $1.4 trillion (https://www.reuters.com), although some of these were recovered in the subsequent week. Some of the loss in value was due to rational assessment by investors that firms’ profits would decline due to the impact of the coronavirus.

The COVID-19 epidemic sweeping the globe has affected millions of students, whose school closures have more often than not caught them, their teachers, and families by surprise. For some, it means missing class altogether, while others are trialing online learning often facing difficulties with online connections, as well as motivational and psychosocial well-being challenges. These problems point to a critical gap in school-based contingency planning within broader education sector preparedness planning and emergency management.( https://www.brookings.edu). Education sector preparedness aims to protect students and educators, plan for continuity of education, and safeguard education sector investments, all of which ultimately contribute to strengthened resilience through education.  The NCDC National Disease Control Center) Services preparedness guidance for school-based pandemic suggested that school-based outbreaks often give rise to community-wide outbreaks; thus, planning and practicing for such epidemics are an act of safeguarding not only the health of students and staff, but also of the wider community

Much of the global guidance for schools relating to the current COVID-19 epidemic focuses on keeping schools safe and students and teachers physically healthy through personal and environmental nonpharmaceutical interventions (NPIs). This includes communication about everyday preventative actions like encouraging students and staff to stay home when they are sick, covering coughs and sneezes, washing hands often, and disinfecting frequently touched surfaces and objects. Other schools in communities with isolated cases of the virus are instituting community NPIs, such as increasing space between people at school to at least three feet, making attendance and sick-leave policies more flexible, postponing or canceling large school events, and temporarily dismissing students.



The outbreak of corona virus disease (COVID-19) pandemic in Nigeria has increase the level of tension and anxiety among citizens in the country. The virus unlike other cases we have had in this country is highly transmittable with severe signs and symptoms. The issue of how to provide quality educational continuity remotely that supports not only learning but also the psychosocial well-being of both students and educators is critical to effective preparedness and response. This lack of research on and guidance for planning educational continuity is disastrous, as education is itself a form of psychosocial support that promotes holistic well-being during crises. Intentional investment in education-based psychosocial support and social and emotional learning for children and youth affected by crises can help them learn more readily. Indeed, psychosocial well-being is a significant precursor to learning and has an important bearing on the future prospects of both individuals and societies.

This COVID-19 epidemic is surely not the last epidemic that will threaten school continuity, especially given research on how climate change will affect infectious disease occurrence. Schools must immediately update their emergency preparedness plans by developing contingency plans that not only address school-based prevention and safety measures for epidemics, but also identify ways to continue educating and supporting students and teachers if schools are closed.


1.3 Objective of the study

The objectives of the study are;

  1. To ascertain the relationship between corona virus disease (COVID-19) and educational activity
  2. To ascertain the preventive strategies of COVID19 in educational sector
  3. To ascertain the impact of COVID19 on education
  4. To determine the effect of corona virus disease (COVID-19) on the student well being


1.4 Research hypotheses

For the successful completion of the study, the following research hypotheses were formulated by the researcher;

H0: There is no relationship between corona virus disease (COVID-19) and educational activity

H1: There is relationship between corona virus disease (COVID-19) and educational activity

H02: There is no impact of COVID19 on education

H2: There is impact of COVID19 on education


The study on the impact of corona virus disease (COVID-19) on education in Nigeria, will be of immense benefit to all the Nigeria citizens, the educational sector, and the federal government of Nigeria. The study will explore the prevalence of corona virus disease (COVID-19), the causes, and the effect of the corona virus disease (COVID-19) the Nigeria educational sector. The study will educate the masses on the mode of transmission of the corona virus disease (COVID-19) and the preventive measures to be adopted.  The study will educate the Nigeria government on the policy implementation to curb the prevalence of the corona virus disease (COVID-19) and how to improve the Nigeria economy during this period. The study will serve as a repository of information to other researchers that desire to carry out similar research on the above topic. Finally the study will contribute to the body of the existing literature on the impact of corona virus disease (COVID-19) on the Nigeria education


1.7 Scope and limitation of the study

The scope of the study covers the impact of COVID19 on education in Enugu state, Nigeria.  The researcher encounters some constrain which limited the scope of the study;

  1. a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study
  2. b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.



INFECTIOUS EPIDEMIC: Infectious diseases are caused by pathogenic microorganisms, such as bacteria, viruses, parasites or fungi; the diseases can be spread, directly or indirectly, from one person to another. EDUCATIONAL SECTOR: The education sector or education system is a group of institutions (ministries of education, local educational authorities, teacher training institutions, schools, universities, etc.) whose primary purpose is to provide education to children and young people in educational settings.

COVID19: Coronavirus disease (COVID-19) is an infectious disease caused by a newly discovered coronavirus.


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