COVID-19 PANDEMIC

This study examined Students Identified Barriers in Adapting Online Learning of Chemistry in Post Covid-19 Pandemic Era in Egor Local Government Area. The challenges and obstacles of learning Chemistry online, impact of learning chemistry online compared to classroom learning and proportion of chemistry students having access to their online facilities. This study adopted a survey research design sampling technique in order to achieve the purpose of this study. Twenty (20) research questions were raised. The sample for the study consists of hundred (100) respondents from three public schools in Egor local government area of Edo State. data was collected with the aid of questionnaire . the validity and reliability of the instrument were ascertained using the exert judgement and cronbach method. Mean were used to analyze collected data. Based on the findings of the study, it was ascertained that learning of chemistry online in Post Covid-19 Era remains a difficult task based on the challenges such as lack of trained personnel, software for teaching chemistry are in short supply, poor internet connection and data plans, no ICT department in most secondary schools are the major barriers in adapting online learning of chemistry. Finally, for online learning to be effective, appropriate measure should be given to maintenances, government should finance and connect the rural areas particularly to stable electric grid

This study examined the comparative academic performance of Computer Science and related students in e-learning versus physical classroom settings at the University of Benin. The background of the study highlights the global shift from traditional face-to-face interaction to digital platforms, a transition significantly accelerated by the COVID-19 pandemic, which exposed the need to evaluate the effectiveness of both learning modes. The primary objective was to determine which environment best supports educational results by analyzing student experiences with both methods. The study was guided by five research questions designed to investigate performance levels, influencing factors, and specific challenges associated with traditional and e-learning classrooms.
The methodology adopted for this study was a descriptive survey research design, which allowed for the systematic investigation of student perspectives. The population and sample consisted of 100 respondents drawn from Computer Science, Computer Education, Computer Engineering, and related ICT centers who have experienced both e-learning and physical classroom stems.
Data collection was carried out using a structured instrument titled & quot; Comparative Analysis of Students’ Performance in E-Learning and Physical Classes Questionnaire (CASPEPCQ),& quot; which was validated by experts and tested for reliability using the Cronbach Alpha method. The data obtained were analyzed using mean and standard deviation, with a benchmark mean of 2.50 used to determine the level of agreement. The findings revealed that while students appreciated e-learning for the ability to learn at their own pace (Mean = 3.54), they generally agreed that physical classes provided better hands-on learning opportunities (Mean = 3.30) and ultimately resulted in better academic performance (Mean = 2.96). Significant challenges identified included the lack of electricity and poor internet for e-learning, and overcrowded classrooms for physical sessions. The study concluded that while e-learning is superior for theoretical review, it cannot yet replace physical classes for practical courses due to infrastructural deficits. Consequently, it is recommended that the university adopt a blended learning model to leverage the strengths of both systems, while urgently upgrading power supply and internet access.

This study evaluated the use of ICT in the teaching and learning processes amidst pandemic in Adult Literacy Centres in Oredo Local Government Area. The population of the study comprised of facilitators and adult learners in three Adult literacy centres in Oredo Local Government Area of Edo State. The study comprised a sample of 120 respondents (25 facilitators and 95 learners), who were selected using the simple random selection method technique. Five research questions were raised, and the questionnaire research instrument was used. The questionnaire comprised of 20 items to enable the proper analyses and evaluation of the research question raised. The reliability of the instrument was ascertained using the test-retest method. Data collection was analysed using simple percentages. The anaylsis reviewed that Adult Literacy Centres made use of minimum ICT equipment and mediums to aid the teaching and learning processes of the Adult Learners. It also revealed that facilitators in Adult Literacy Centres should be trained on the use of ICT gadgets and equipment to enable sustainable use and continuous teaching and learning. There should also be the conscious involvement and integration of ICT in Adult Literacy Centres especially because of the still present COVID19 virus Pandemic.