Zoe Chukwudumebi OKECHI

The study adopted descriptive survey research design in sampling the opinions of final year students in faculty of education in the study area. The population of the study consisted of eight hundred and thirteen male (813) and one thousand two hundred and sixty two female (1262) and the total population two thousand and seventy five (2065) make up the total population for the study. Through sample random sampling technique 100 participants were selected. The Cronbach Alpha method of reliability was used in analyzing the responses received from the students and a reliability coefficient value of 0.82 was obtained. The findings from analyzed data indicated that Students’study habits and access to technology during the Iockdown were positively impacted. Information provided by lecturers during the lockdown, students’ motivation and communication with lecturers were negatively affected; Specific challenges faced by students included feeling of isolation, disconnection from their peers, teachers andlecturers during the Covid-19 lockdown, were distracted by family and people in their household, unable to access learning materials, that difficulty staying organized and had poor time management; Psychological and emotional effects of the Lockdown included feeling of frustration, being overwhelmed as well as changes in sleep and eating habits. Contrary, their mood and behaviour was not negatively impacted, had no feeling of depression and their mental health was not negatively impacted. However, students were negatively impacted in relation to support from teachers and other students while learning online. Based on the findings, some recommendations were made