Digital Teachers’ Competence, Virtual Classroom Management and Secondary Schools Students' Attitude Towards Learning in COVID-19 Era, Lagos State
| dc.contributor.author | Julianah Oladunni FALORE | |
| dc.date.accessioned | 2024-06-25T09:55:23Z | |
| dc.date.available | 2024-06-25T09:55:23Z | |
| dc.date.issued | 2023-12 | |
| dc.description.abstract | The COVID-19 pandemic has significantly impacted Nigeria's secondary education, prompting a shift to virtual learning. This study examines the influence of digital teacher competence and virtual classroom management on secondary school students’ attitudes during the pandemic Era. The study was anchored by Connectivism and Technological Pedagogical Content Knowledge (TPACK) theories. Using a descriptive survey design, the study employed multi-stage sampling procedure using simple random sampling technique to select a representative sample size of 1435 teachers and 1595 students respectively 935(65.9%) and 1495(91.7%) were retrieved. Data collection involved structured questionnaires and interviews, yielding quantitative and qualitative data for analysis. Descriptive statistics of simple percentages, mean and frequency was used to answer research questions while inferential statistics of multiple regression analysis (ANOVA) was used to test formulated hypotheses. Students displayed commendable adaptability, determination, and dedication to learning throughout and after the pandemic (mean = 3.44). Digital teacher competence remained high during and after the COVID-19 Era (mean = 3.38 and mean = 2.79, respectively). WhatsApp was the predominant virtual classroom platform during the pandemic, later supplanted by Zoom. Challenges included poor internet access for students and irregular power supply for teachers. However, both students and teachers demonstrated high compliance with virtual teaching rules during and after the pandemic. Furthermore, the study unveiled a significant combined influence of digital teacher competence, virtual classroom management on student attitudes (R² = 0.707, p < 0.05). Virtual classroom management made a substantial contribution (t = 29.777, p < 0.05), with directing having the highest influence (t = 19.071; p < 0.05). In conclusion, Lagos State secondary students exhibited remarkable resilience, commitment, and a growth-oriented mindset amid various challenges during and after the COVID-19 Era. To leverage these findings, it was recommended among others that educational institutions integrate online learning tools effectively into their curricula and undertake additional measures to enhance the learning experience. Keywords: Digital teachers' competence, Virtual classroom management practices, Students' attitudes toward learning, COVID-19 Era. Wordcount: 292 | |
| dc.identifier.citation | Kate Turabian | |
| dc.identifier.other | Ph.D | |
| dc.identifier.uri | https://repository.lcu.edu.ng/handle/123456789/615 | |
| dc.language.iso | en | |
| dc.publisher | Lead City University | |
| dc.relation.ispartofseries | Ph.D | |
| dc.subject | Digital teachers' competence | |
| dc.subject | Virtual classroom management practices | |
| dc.subject | Students' attitudes toward learning | |
| dc.subject | COVID-19 Era. | |
| dc.title | Digital Teachers’ Competence, Virtual Classroom Management and Secondary Schools Students' Attitude Towards Learning in COVID-19 Era, Lagos State | |
| dc.type | Thesis |