ABSTRACT
This study analyzed the effects of the COVID-19 pandemic on household income and the determinants of coping strategies in Nigeria, using the combination of the COVID-19 National Longitudinal Phone Survey data and the fourth wave of the General Household Survey, Panel 2018-2019. The fourth wave of General Household Survey, Panel 2018-2019 data is part of the World Bank's Living Standards Measurement Study-Integrated Surveys on Agriculture (LSMS-ISA) and the National Bureau of Statistics of Nigeria collected the data in collaboration with the World Bank and funded by the Federal Government of Nigeria and the Bill and Melinda Gates Foundation. The COVID-19 National Longitudinal Phone Survey 2020, Baseline was implemented by the National Bureau of Statistics in collaboration with the World Bank. The analyses were based on multinomial logistic and multivariate probit models. Multinomial logit regression analysis shows that households that consider the pandemic a substantial threat and households with older heads were more likely to have decreased income while households that received transfer income and self-employed were more likely to have increased income. Several household characteristics exhibited different levels of influence on the choice of coping strategies during the lockdown. Therefore, policy options and support facilities should be developed to foster meaningful (wage/self) employment and coping strategies to achieve optimal results in response to the pandemic.
ABSTRACT
Purpose: The shutdown of normal face-to-face educational method of learning caused by the coronavirus disease 2019 (COVID-19) pandemic has made the education stakeholders reconsider and rethink education anew in light of the emerging challenges and opportunities imposed on e-learning in higher education in Nigeria post COVID-19. This study investigates the challenges confronting e-learning in higher education in Nigeria amid COVID-19. Design/methodology/approach: Drawing upon data collected through a structured questionnaire administered to 395 lecturers in various disciplines in private, state and federal universities in Nigeria, the study adopts a quantitative research method. The quantitative data were analyzed using descriptive statistics. Findings: The findings indicate that Nigeria Higher Education Institutions (HEIs) are still in the early stage of adopting the e-learning mode of study. In addition, there was no existing e-learning curriculum before the pandemic. Also, adopting e-learning mode of teaching was an uphill task for both the lecturers and the learners, given the lack of experience in information and communications technology usage and inadequate infrastructure to support e-learning. Research limitations/implications: A major limitation of the study is the inability to investigate the challenges facing students in using e-learning tools due to the unavailability of access to students during the lockdown. However, the limitations create opportunities for further studies into the subject matter. Originality/value: The study is timely given that HEIs in Nigeria and some other countries in Africa are yet to adopt blended teaching methods. Literature reveals that most HEIs in Nigeria are using only brick and mortar mode of teaching despite the benefit of blended learning in a pandemic situation. © 2022, Emerald Publishing Limited.
ABSTRACT
Purpose: The shutdown of normal face-to-face educational method of learning caused by the coronavirus disease 2019 (COVID-19) pandemic has made the education stakeholders reconsider and rethink education anew in light of the emerging challenges and opportunities imposed on e-learning in higher education in Nigeria post COVID-19. This study investigates the challenges confronting e-learning in higher education in Nigeria amid COVID-19. Design/methodology/approach: Drawing upon data collected through a structured questionnaire administered to 395 lecturers in various disciplines in private, state and federal universities in Nigeria, the study adopts a quantitative research method. The quantitative data were analyzed using descriptive statistics. Findings: The findings indicate that Nigeria Higher Education Institutions (HEIs) are still in the early stage of adopting the e-learning mode of study. In addition, there was no existing e-learning curriculum before the pandemic. Also, adopting e-learning mode of teaching was an uphill task for both the lecturers and the learners, given the lack of experience in information and communications technology usage and inadequate infrastructure to support e-learning. Research limitations/implications: A major limitation of the study is the inability to investigate the challenges facing students in using e-learning tools due to the unavailability of access to students during the lockdown. However, the limitations create opportunities for further studies into the subject matter. Originality/value: The study is timely given that HEIs in Nigeria and some other countries in Africa are yet to adopt blended teaching methods. Literature reveals that most HEIs in Nigeria are using only brick and mortar mode of teaching despite the benefit of blended learning in a pandemic situation. © 2022, Emerald Publishing Limited.