ABSTRACT
This study aimed to explore the experiences of gender-based violence, insecurity, and health effect of the COVID-19 pandemic lockdown among women and girls three to six weeks into lockdown measures in Nigeria. This was a cross-sectional survey carried out in Nigeria among 1,243 women and girls aged between 10 and 79 from April to May 2020. Data was collected using an online web-based survey platform and analyzed using Microsoft Excel and Epi-Info. There was a statistically significant difference in the experience of violence before and during the COVID-19 lockdown among women and young girls in Nigeria (P = 0.002). During the COVID-19 lockdown, respondents experienced physical (74, 30.8%), sexual (120, 50%), and emotional violence (46, 19.2%). Al-though various forms of insecurity were experienced among the respondents, the most common form experienced was financial insecurity (960, 77%). 738 respondents (58%) feared getting infected by the virus while 662 (52%) had increased anxiety during this period. The findings highlight some negative unforeseen effects of the lockdown measures taken to reduce the spread of the COVID-19 virus and protect the people. This has import-ant implications for decision-making for future pandemics and the provision of possible mitigating factors. © 2023, Universitaet Bielefeld. All rights reserved.
ABSTRACT
The mode of teaching shifted from the traditional face-to-face to the remote or online mode of teaching in most countries of the world due to the emergence of coronavirus disease 2019 (COVID-19). Thus, the new normal demands the use of information and communication tool for instructional delivery across the levels of education. On this premise, the study sought the efficacy of information and communication tool (flipped classroom) on the children's achievement in Basic Science. Adopting simple repeated measures design, 31 primary three children participated in the treatment session. Basic Science Achievement Test (BSAT) that was properly validated and trial-tested was used to collect data for the study. The children were exposed to two different pretests prior to the treatment and two posttests after the treatment. A mixed-design repeated-measures analysis of variance was used to analyse the data. The finding revealed that information and communication technology tool (flipped classroom) significantly (p = 000) improved the achievement of children in Basic Science. This finding implicates evaluation of library and information resources to come up with best practices in online information resources to propere instructional delivery. Based on this finding, the adoption of information and communication technology (flipped classroom) in teaching and learning Basic Science was recommended. © 2021. All Rights Reserved.