ABSTRACT
Background/Objective: Coronavirus-2019 (Covid-19) emerged in December 2019, causing major changes in people's social lives and other human activities. In Nigeria, there is no scale for evaluating Covid-19 fear. The 20-item Covid-19 phobia scale (C19PS) created by Arpaci et al. was validated in this study (2020). Method: The validation of the C19PS was done using 347 Nigeran medical students from universities in southeast Nigeria, and the data gathered were subjected to principal factoring axis (PFA) analysis with varimax rotation to explore its exploratory factor analysis. Besides, the confirmatory factor analysis of C19PS was done using structural equation modelling. The root mean square error of approximation (RMSEA) and comparative fit index (CFI) were used to assess the model's fit to the data. Results: In a sample of Nigerian medical students, C19PS was shown to have strong overall reliability (α =.817) and model fit (RMSEA =.040, CFI =.968). Conclusion: The C19PS is a reliable tool for determining whether or not someone has Covid-19 phobia.
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.
ABSTRACT
This study utilized a qualitative research approach using specifically phenomenological case study research design in a sample of 28 university lecturers in Gauteng, Free State, and Eastern Cape Provinces of South Africa. Qualitative data were collected using a validated interview schedule. Data collected were analysed using thematic analysis. The findings of the study showed that faculty of education academics perceived working from home orchestrated by COVID-19 as a negative development for the fact that it drained them mentally and thus affected negatively their teaching and learning. Besides, the research participants reported that working from home stalled their academic productivity due to distractions arising from home demands. Conclusively, WFH impacted negatively on effective teaching and learning in universities in South Africa. It was thus recommended that an adequate online learning platform should be put in place always to avoid the repeat of this negative impact of WFH in the future. © 2021. All Rights Reserved.