Adapting to E-Learning Teaching during Covid-19 School Closure: It’s Effect on Physics Students’ Achievement

Dr. Francis Elochukwu Ikeh, Felicia Ugwu Chinyere, Olaniyi Owolawi and Victor Ajah
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Dr. Francis Elochukwu Ikeh: Department of Science Education, University of Nigeria, Nsukka, Nigeria
Felicia Ugwu Chinyere: Department of Science Education, University of Nigeria, Nsukka, Nigeria
Olaniyi Owolawi: Department of Science Education, University of Nigeria, Nsukka, Nigeria
Victor Ajah: Department of Electrical Engineering, University of Nigeria, Nsukka, Nigeria

International Journal of Research and Innovation in Social Science, 2020, vol. 4, issue 12, 67-70

Abstract: The sudden outbreak of coronavirus disease also known as COVID-19 in the world has become a major public health issues for many countries leading to total lockdown of most of the human activities in various parts of the world especially in Nigeria educational sector. This lockdown of educational activities in the country necessitated the investigation of effect e-learning teaching on students’ achievement in Physics during covid-19 school closure.The study employed quasi experimental design of pretest posttest non-equivalent control design. The population of the study consist of 3264 Senior Secondary Two (SS1I) Physics students in Awka education zone of Anambra State, Nigeria. Sample size of 332 SS2 Physics students were used for the study. A 40-item Physics Achievement Test developed by the researchers was used for the study. Face and content validation of the instrument was established. Reliability coefficient of .89 was obtained for the instrument using Kuder-Richardson (KR-20) 20. Data obtained were analyzed using means and standard deviations in answering all the research questions while analysis of covariance (ANCOVA) was used to test the formulated hypotheses at 0.05 level of significance. Findings of the study revealed that; students exposed to e-learning teaching had higher mean achievement scores compared to students exposed to conventional method; there was no significant difference in the mean achievement score of male and female students in Physics.

Date: 2020
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