In China’s seventh most populous city, Wuhan, a rapidly spreading disease emerged in December 2019, which the World Health Organization (WHO) recognized as a novel coronavirus (2019-nCoV) and was later called coronavirus disease 2019 (COVID-19). Since its outbreak, the pandemic has wreaked havoc in all sectors around the world, increasing the plight of people. The education sector has been struck the hardest, intensifying the move from traditional classroom studies to virtual teaching and learning. This has a significant impact on students, colleges, and universities. Thus, the study aimed to investigate teachers’ perceptions of the impact of COVID-19 on students’ academic performance in science subjects in Nnewi Education Zone. The descriptive research method was used in this study. A self-structured questionnaire was used to elicit information from 30 science teachers in 6 government secondary schools in Nnewi north education zone who were present in the schools during the 2019-2020 academic year. The findings revealed that science teachers in Nnewi north education zone are aware of the impact of COVID-19 on students’ academic performance. Overall, pupils’ performance in science subjects and years is approximately average. The COVID-19 epidemic has both bad and positive implications for students’ academic performance. Teachers’ challenges during the COVID-19 epidemic period include inadequate Internet connectivity, high Internet costs, teachers’ lack of digital understanding, lack of time management skills in online mode, and students’ unwillingness to shift. The study proposed that education authorities should establish creative teaching and learning modules that embrace technology and the integration of information and communication technology (ICT) into the teaching profession. The installation of a solar system and the placement of backup generators/listers in schools to provide a constant supply of electricity.

Teachers, Perception, Corona virus disease 2019, Academic performance, Students, Science subjects, Education.

All learners, no matter where they live or their circumstances, have a right to education. Education is an essential right for children, young people, and adults, and must be a priority from the very beginning.[1] The COVID-19 pandemic has brought significant changes to education globally, impacting student performance, particularly in challenging subjects like science. In Nigeria, where many educational resources were already strained, the pandemic disrupted teaching and learning, with schools closing and switching to online or hybrid models. For students in science fields, these changes have been especially difficult due to the practical nature of the curriculum and the reliance on laboratory work, which is hard to replicate remotely. Teachers have had to adapt quickly to these changes, but there is growing concern that students’ understanding and performance in science subjects may have been adversely affected.[2] However, there is limited research specifically assessing how these changes have influenced science learning outcomes in local areas like the Nnewi north education zone. While some researchers have broadly examined the COVID-19 educational impact in Nigeria, few have focused on the perceptions of science teachers or the performance of science students. Understanding a teacher’s perspective can provide valuable insights, as they observe students’ engagement and performance firsthand.

Literature review
Overview of COVID-19: The World Health Organization officially declared COVID-19 a public health epidemic that surfaced in Wuhan, China, in December 2019, which was identified as the new coronavirus.[3,4] Covid-19 is an infectious disease caused by the SARS-CoV-2 virus. The causative agent of this disease is an RNA virus from the Corona virus family with an envelope, a single chain, and positive polarity.[5] This virus causes respiratory infections in humans and other animals, including about 15% of common colds and SARS, which sometimes cause fatal infections of the lower respiratory tract in humans.[6,7]

Covid-19 was classified as a fifth-category notifiable communicable disease in Taiwan on January 15, 2019. The exact origin, location, and natural reservoir of the 2019-nCoV remain unclear, although it is believed that the virus is zoonotic, and bats may be the culprits because of their sequence identity to the bat-CoV. However, the 2019-nCoV source is still unknown, although the initial cases were related to the Huanan South China Seafood Market, or a kind of wildlife in the wet market, where snakes, birds, and other small mammals, marmots, and bats were sold.[8] The WHO announced that environmental samples taken from the marketplace have been reported to be positive for the novel coronavirus, but no specific animal association has been identified. An initial report indicated that snakes may be the potential source based on codon use, but other reports rejected the claim. Researchers are currently working on defining the COVID-19 source, including possible animal intermediate vectors^.[9]

The first case was confirmed outside China on January 17 in Bangkok, Thailand, and by March 2020, more than 67 countries reported confirmed cases with more than 132 deaths.[5] The disease had spread to every country around the world and had become a global threat in just a few months, creating unprecedented challenges for health, education, safety, the economy, and job insecurity. The increase in the spread of the virus forced governments and healthcare organizations to introduce restrictive and safety measures in order not to catch or transmit COVID-19, such as curfews and quarantines, regular washing of hands, use of face masks, following certain food habits, social distancing, following the quarantine period after travel, self-isolation (if diagnosed positive), closure of businesses and borders, and restrictions on national and international travel.

China at first imposed a compulsory lockdown to restrict the transmission of the virus within the state, and gradually, other territories such as Iran, Germany, Australia, Belgium, the UK, and France also followed the same process.[10] Despite many restrictive measures to reduce the pandemic, the coronavirus continued, and the number of cases briskly increased worldwide.[11] For this reason, many countries imposed a complete lockdown and closure of busy places such as public transportation vehicles, airports, hotels, restaurants, markets, banks, etc. However, social distancing and lockdown in many countries around the world adversely affected the economy, education, health systems, and daily activities in general, including students. This led to the immediate closure of educational institutions^.[12]

Academic performance: Education is a purposeful activity directed at achieving certain aims, such as transmitting knowledge or fostering skills and character traits. These aims may include the development of understanding, rationality, kindness, and honesty. Education is the process of human upbringing that involves the formal, informal, and non-formal acquisition of knowledge, attitudes, and skills for the good and growth of the individual and of the society to which the individual belongs. This is achieved through the process of teaching and learning. Education is a process of changing people’s behavior patterns, that is, the way through which people change their thinking, feelings, and overt actions so that they can play meaningful parts in solving problems in their society.[13]

Education is the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally preparing oneself or others intellectually for a mature life. Education is Germane to individual, economic, social, and cultural development. It is a catalyst for positive societal change. As Nelson Mandela said, “Education is the most powerful weapon you can use to change the world.” Education is an essential need in society today, and therefore, academic performance is positioned quite high on the national agenda, with educators and policymakers putting effort into testing, accountability, and other related concerns. In Nigeria, education is examination-oriented, and hence, the only evaluation for performance is through examinations or continuous assessments. Therefore, academic performance can be defined as the outcome of education and the degree to which a student has attained institutional objectives. The most significant assets of any university are the students, while the nature and standard of a university are determined by the academic performance of the students. Academic performance has also been recognized as a weighing scale for checking the mental capabilities and abilities of students because it reflects the educational setup of a country.

Good academic performance is an outcome of sound education, which produces good outcomes that could improve students’ value, exempt students from criminal activities, open the students to huge opportunities, reduce menace, and give the students better self-esteem in society. It also shows students’ levels of skill, knowledge, and identity, personal efforts, fixed factors, and more. Therefore, the priority of every parent and student is sound education, which leads to good academic performance. Though many students are still struggling to attain good academic grades, some are finding it difficult to maintain their achieved grades. The social and economic development of any country is correlated with the quality of students produced, which in turn is directly linked to the students’ academic performance. The student’s performance plays an important role in producing the best-quality graduates who will become great leaders and manpower for the country.[14]

Academic performance is frequently defined in terms of examination performance. The descriptive assessment information will usually be translated through grading systems such as grade point average (GPA) and course grade. Cumulative GPA and completion of educational benchmarks such as secondary school, diplomas, and bachelor’s degrees represent academic achievement. Academic performance, which is measured by the examination results, is one of the major goals of a school. Schools are established with the aim of imparting knowledge and skills to those who go through them, and behind all this is the idea of enhancing good academic performance.

Science education: Educational institutions are essential parts of our lives that provide academic and non-academic services to individuals or groups of people, either in the arts or science subjects. Science is acknowledged as the bedrock of national development. This implies that any nation that desires to attain national development must make science education a priority. The Federal Government of Nigeria acknowledged the importance of science education in line with the global perspective of science for all and made provisions for science and technology education.[15] Students studying at this institution are expected to receive quality services when they are in need. But classrooms and schools were considered high-risk spaces for contracting the coronavirus; therefore, more than 90 percent of countries opted for some forms of remote and online learning after the temporary closure of their educational institutions.

Science is a subject that has an impact on our everyday activities. It is defined as a tool that is important to both individuals and the nation to survive and meet global economic requirements. This implies that science subjects continue to be among the most important subjects, as the world is currently at a stage where its wealth and economic development are highly dependent on the science workforce. Science is regarded as a dynamic and important component in the current world. It drives innovations and inventions to higher levels. It is through science that technology is enhanced to tackle most of our daily challenges. The study of science is usually a practical activity whereby students are supposed to carry out experiments on their own and draw conclusions^. Science is acknowledged as the bedrock of national development. This implies that any nation that desires to attain national development must make science education a priority.[16]

Education in Nigeria largely follows the conventional physical teacher-student classroom model. Nigeria’s education system utilizes a 6-3-3-4 or 9-3-4 system, with the latter (4 or 5) years spent in the university for a bachelor’s degree. The Federal Government of Nigeria acknowledged the importance of science education in line with the global perspective of science for all and made provisions for science and technology education. In pursuit of the goals of “Science for All”, current reforms in science education place emphasis on scientific literacy and the need to achieve equity and excellence in science classrooms. Through official policies and actions, the government has demonstrated a commitment to the inculcation of scientific literacy among all Nigerians, not only for those pursuing scientific careers or science professions but also for those in non-science-related courses. The Federal Government of Nigeria did not lose sight of providing various modalities or strategies for implementing the policies at various levels of education with respect to science education at the secondary level¹⁷. Efforts have been made to provide the following educational services: a school library, a basic health scheme, counseling, educational resource centers, and the provision of specialist teachers in schools. It also maintained that teaching shall be practical, exploratory, and experimental in nature, with the medium of instruction being the English language and the language of the immediate environment. As a result, the efforts of science teachers at various levels of education have been directed at ensuring that the goals of science teaching are being attained and not merely pursued.[15-17]

The science discipline has been widely recognized as one of the essential branches of the educational system and has been used for many decades to support students in comprehending scientific principles and rules, formulating hypotheses, and developing skills that are significant in analyzing and solving daily problems.[17] The acquisition of scientific process knowledge and skills makes students more competent in understanding scientific facts and concepts and discovering new information through experimental activities, which leads them to increase their academic performance in schools. However, poor achievement in science subjects is one of the current issues.[18,19]

Several studies show that during national examinations among primary schools, there is a continuation of failure, poor performance, and an unceasing dropout from the science field. Despite the increased effort of science education to produce competitive individuals, there are still numerous children who perform poorly, which has been attributed to several factors that have made it impossible for them to meet the educational standards.[17] According to a study on factors influencing science academic performance among elementary schools in Moshi municipality, elementary students perform poorly, and the factors influencing their poor performance include a lack of teachers, unconducive teaching and learning environments, and poor teaching and learning materials. In addition, there are the lack of resources, learners’ socioeconomic situation, parents’ participation, huge classes, learners’ developmental level, and the curriculum.[10,20] Shimbi are all variables that contribute to low science performance.

A recent survey revealed that about 46 percent of fourth-grade children achieved at or above the basic accomplishment level in science in 2015, and 38 percent performed at or above the proficient level.[21] Science is one of the essential systems in education by which it generates knowledge through the underlying scientific facts and, by understanding scientific principles that are associated with real-world events, acquires essential science skills, attitudes, and values that are necessary in analyzing and solving daily problems. Science has always been thought of as a highly objective field. The purpose of science education is to improve students’ basic knowledge, skills, and scientific attitude so they can perform well.[22] This was supported by several authors¹⁷ who indicated that scientific education equips children to participate in informed decisions and appropriate actions that require a broad comprehension of essential scientific concepts, as well as the development of scientific skills and attitudes that are relevant to students’ lives both during and after school so that they can adapt and work productively in a knowledge-driven society. Scientific education aims to improve students’ capabilities and allow them to apply them in their everyday lives. Individuals’ personal, social, and global lives may thus be affected by these abilities. Therefore, it is a crucial tool for the generation of scientific data, conducting scientific research, and solving problems.

This study aims to explore teachers’ perceptions of the academic performance of their students in science subjects since the pandemic, investigating any specific challenges and outcomes noted in the context of Nnewi North. The study addresses key questions and hypotheses regarding the pandemic’s impact on science performance, such as: How do teachers perceive students ‘ academic performance in science during and after the pandemic? What is the impact of COVID-19 on the academic performance of students in science subjects in the Nnewi north education zone? The study hypothesizes that there is no statistical difference between the students’ overall pre- and post-COVID-19 pandemic performance scores. By investigating these questions, the research aims to bridge the knowledge gap in localized impacts of COVID-19 on science education in Nnewi north, providing a basis for targeted educational policies and interventions.

The study explored science teacher’s perceptions of the impact of COVID-19 on student’s academic performance in science subjects within Nnewi north education zone, Anambra State, Nigeria. The research focused on six government secondary schools with a total of 60 science teachers during the 2019-2020 academic session. Using purposive sampling, 30 science teachers were selected based on specific criteria: being a science teacher (biology, chemistry, mathematics, or physics), 5-10 years of teaching experience, and basic knowledge of COVID-19 from any source such as social media, radio or television or Nigeria centre for disease control.

Data was collected using a self-structured questionnaire based on a 5-point Likert scale, tested for reliability with a Pearson correlation index of 0.94. Due to a labor strike, 15 teachers were able to participate, with questionnaires distributed, completed, and collected immediately. Ethical approval was obtained from the school principals. The data was analyzed using descriptive statistics (percentages and frequency counts) via statistical package for the social sciences (SPSS) version 29, with hypotheses tested using tools like Friedman’s test and chi-square.

Perceptions of teachers of the impact of COVID-19 on the academic performance of students in science subjects: Perception is a process of organizing, interpreting, and transforming information from sense data and memory. It is a process of human transactions with the environment.[23] Perception in the context of this study is a key operational idea for teachers. Teachers seem to have a negative perception of the COVID-19 pandemic, especially considering the devastating effects on the students’ performance. This perception seems to be influenced by their past knowledge of the effectiveness of physical face-to-face classroom methods of teaching and learning when compared to the current situation of using technology to teach. Online education is a process of learning that combines distance education with the practice of face-to-face instruction through electronic devices. Although the use of online learning is effective in making the work of teaching simpler for the students in the direction of the most relevant information based on their needs, it is flexible and provides a learning experience different from the traditional way; it helps educators communicate through computers and the Worldwide web.[24] Tutoring can be done anywhere, anytime. Online materials can be updated, and students can immediately see the changes. It is flexible in terms of time and location, offering discussion forums as a means of fostering relationships between students, assisting in the removal of potential participation barriers such as the fear of speaking to other students, encouraging students to interact with one another, being cost-effective, taking into account the individual differences of each student, and allowing each student the freedom to learn at his or her own pace, whether slow or quick. However, teachers see online learning differently. Therefore, the perception of the teachers makes them have their own disposition on the trend that influences their attitude towards the impact of COVID-19 on students’ performance.

Remote learning became a necessity as teachers began to teach via online platforms. Teachers began looking for strategies to get students accustomed to learning and to regain academic standards that were lost during the shutdown. Adapting to an online platform caused concerns for some teachers throughout the world, especially those located in remote areas, as there was not enough lead time to get the students prepared and the teachers educated as to what direction they would be headed. As students are being asked to learn in unfamiliar ways while working from home or in the classroom, educators are looking into how students learn to guide them. Academic achievement-related data and details about the psychological effects of COVID-19 as related to the loss of teachers and school counselors have only recently begun to be gathered.[25] Teachers had to be aware of each student’s situation and what each family would be able to accomplish, depending on the level of technology in their homes and their availability to work with their children.

A survey conducted in Canada demonstrated that teachers’ positive attitudes toward change (cognitive, emotional, and behavioral ones), positive perceptions of administrative support, teaching efficacy, and positive attitudes toward the use of technology were successfully correlated with each other and with teachers’ resilience. In addition, research conducted on an Italian sample showed that teachers apparently perceived significant emotional distress related to negative and worrying events, which led to emotional and psychological exhaustion at the beginning of the new school year in September 2020.[26] The report revealed that a high percentage of Spanish teachers showed symptoms such as anxiety, stress, and depression at the time when schools and universities were reopened.[27] A survey conducted in Italy on challenges early childhood educators faced when reopening educational services for children aged 0-6 during the COVID-19 pandemic revealed that nursery and preprimary teachers, under health constraints, experienced communication difficulties, which had an impact on a social-relational level. It also explored how health restrictions influenced pedagogical practices, social interactions, and educators’ perceptions of their new roles in a new, constrained environment.[28]

Impact of COVID-19 on the academic performance of students: Since its outbreak in late December 2019, COVID-19 has wreaked havoc across the world, and like any critical sector, education has been hit hard. Students, colleges, and universities have been deeply impacted. Over 800 million learners from around the world have been affected; 1 in 5 learners cannot attend school, 1 in 4 cannot attend higher education classes, and over 102 countries have ordered nationwide school closures, while 11 have implemented localized school closures.[29]

Globally, over 200,000 cases of the coronavirus have been reported in more than 160 countries, which have resulted in more than 8,000 deaths and left several states dealing with severe outbreaks. The COVID-19 pandemic adversely impacts the progress some governments are making around increasing the education budget. Therefore, this is a crisis that requires urgent attention and collective action by all governments, stakeholders, and communities. Each day, millions of children do not go to school due to emergencies and ongoing humanitarian crises. The outbreak of COVID-19 has compounded the plight of learners in countries affected by or emerging from conflict and disaster. While the global campaign for education acknowledges the public health decision to close schools, it is believed that contingency plans should be in place to ensure the right to education even in times of crisis. GCE is convinced that all learners, no matter where they live or their circumstances, have a right to education. Education is an essential right for children, young people, and adults in emergencies and must be a priority from the very beginning of all emergency responses.[1]

With the abrupt closure of schools, the decisions made by different governments around the globe to avoid the spread of the COVID-19 pandemic had a negative impact on students’ lives and learning. Many countries closed schools from mid-March 2020 up to the end of 2020, intending to reduce the spread of this pandemic. With the physical schools’ closure, students experienced learning loss. Students in quarantine tended to misuse their time compared to when they were at school. Students were psychologically affected by the quarantine they were in and therefore felt stressed and failed to concentrate on their studies. Students at home felt lonely, demotivated, and unable to engage alone in learning activities.[30]

Furthermore, with this school closure, student-teacher contact hours were limited; hence, science subjects were mostly affected since these subjects require students’ utmost concentration to understand the scientific concepts, doing experiments, and exercises. In addition, the sciences were reported to be difficult, and they required students to spend a lot of time to learn them.[2] Most significantly, students doing sciences are expected to do laboratory experiments to boost their understanding and to have practical knowledge of the subject in question. Unfortunately, students did not get time to conduct such investigations during the COVID-19 period. Thus, teachers are required to improve how they implement the curriculum and make it responsive to the needs of the students today to be on par with the trend.

A learning loss was also recorded in Rwanda, and the statistics of data collected within three schools on the percentages of students who got passing aggregates in science and mathematics to get an advanced level certificate showed that students passed these subjects effectively, considering the two previous academic years, 2018 and 2019. Looking at the percentages of students who passed the national examination for the academic years 2018 and 2019 in the three schools, there is a significant improvement in students’ performance in biology, chemistry, physics, and mathematics, which is a good record. For School one, biology and mathematics recorded a significant rise with +6.9 and +9.9, respectively. However, chemistry got a drop of -1.2. For School two, mathematics recorded an increase of +0.4. For school three, chemistry and mathematics recorded a significant rise of +1 and +12.51 and +12.5, respectively. However, a drop was recorded in biology and physics with -0.9 and -1, respectively. Consequently, there is a fear that the levels of these students’ performance will drop further in the 2021 academic year if the effects of COVID-19 are not addressed adequately and in a timely manner.[30]

Unplanned activities such as the outbreak of COVID-19 are unpleasant and could hurt the school. COVID-19 strongly affects science students, making it difficult to adjust to the new normal that incorporates virtual learning modes, as the subjects require constant laboratory experiments. This anomaly is further compounded by the lack of a well-structured e-learning platform for senior secondary schools. The last term of the 2019–2020 academic session was hectic for teachers who were in a hurry to cover the syllabus. With the closure of all kinds of educational institutions, science subjects are mostly affected. In Pakistan, students get very low grades in science (STEM) subjects. Also, it is assumed that COVID-19 will most likely affect the science subject’s syllabus, those started at the beginning of 2020, along with the entire performance of the STEM subjects^.[26]

The closure of schools in the COVID-19 pandemic has affected more than 1.5 billion students and 63 million educators in 188 countries to date.[29] Millions of people, including students, teachers, and their families, in the education system are at risk of being affected by the pandemic. To reduce this risk, the US, China, England, Germany, Turkey, and Italy are among the countries that take measures regarding the teaching-learning processes. All students from kindergarten to postgraduate education were asked to stay at home in China, and education has been carried out through online systems to reduce the spread of the pandemic. Italy temporarily closed educational institutions to prevent further spread of the Corona virus as of March 4, 2020.[6]

The first confirmed case in Nigeria was announced on February 27, 2020, when an Italian national in Lagos tested positive for the virus.[31] On March 9, 2020, a second case of the virus was reported in Ewekoro, Ogun State, by a Nigerian citizen who encountered an Italian national. This became one of the most prevalent in Africa, with over 164,147 reported cases and 2,061 deaths as of April 16, 2021.[32] The Government of Nigeria, through the Federal Ministry of Health, has been strengthening measures to ensure that an outbreak in Nigeria is controlled and contained quickly. The actions taken by the government included endorsing and enforcing social distancing and discouraging every form of social gathering or meeting, and the closing of schools and tertiary institutions at all levels.

Precisely, the Federal Government of Nigeria announced school closures at all levels on March 23, 2020. Thus, secondary school students in the country abruptly ended Term 2 of the 2019/2020 academic session without sitting for the end-of-term examinations, which normally occur at the end of each term of a session trimester. The effect of the COVID-19 total lockdown on the world of education is unavoidably serious.[26]

Schools, colleges, universities, and instructors instantly adopted online sources to continue their educational journey through video conferencing applications and modules.[33] Teachers all over the world became innovative in teaching students remotely in a bid to keep up with their students using social media platforms of different kinds, such as Telegram, Zoom, WhatsApp, MS Teams, Google Meet, Google Classroom, Blackboard, etc., as well as other communication mediums such as television and radio broadcasts of educational contents in which interested students do join at a stipulated time and date. This new method of teaching became very disturbing and difficult for teachers because they were conducting online classes for the first time in their careers, and some were not ready to learn new technology and adopt new teaching methodologies. Assignments are provided to the students to enable them to learn in-depth about all the aspects of the topic, with audio-video materials to develop their ability to listen and help their imagination to thrive and grow.[34]

This closure made a huge impact on teachers and students, as more than 1.47 billion students in 173 countries were affected by the closures of educational institutions due to the pandemic, which represents 83.4% of all students globally enrolled in education programs.[35,36] However, this became very difficult since the contexts of each country differed dramatically in terms of economic, educational, and social development. Generally, science students find it difficult to adjust to the new normal that incorporates virtual learning modes. This problem is further complicated by the lack of a well-structured e-learning platform for the science students in secondary school and science teachers who are in a hurry to cover the syllabus. As a result, basic science and technology subjects lost their quality, coupled with the disruption of the school’s academic calendar. They were on the receiving end as the country struggles to enhance achievement in these very important subjects. On a normal day, students are not performing well in science subjects, and the COVID-19 pandemic has had a poor influence on their performance in science subjects.[26]

Factors affecting the academic performance of science students: The essence of teaching is to bring about a positive change in the behavior, attitude, and thinking of the learner. The teaching approach that the teacher adopts to bring about this positive change is very important. The traditional teacher-centered lecture (chalk and talk) approach, which emphasizes the transfer of knowledge and skills and rewards memorization, is the predominant teaching format in Nigerian secondary schools, while a student writes down notes mainly for the purpose of passing exams. This method does not allow much room for critical analysis of issues, but it makes students duplicate the notes given back to the teacher. In this teaching approach, there is very little interaction between the teacher and the students or among the students themselves in the classrooms. Students hardly ask any questions, and teachers rarely provoke students by asking critical questions. Various studies have reported that outdated teaching practices and a lack of basic content knowledge have resulted in poor teaching standards in secondary schools in Nigeria. These poor standards have been contributed to extensively by the high number of unqualified teachers who teach in schools, which lack the necessary equipment to impart knowledge to the learners. There has been an acute shortage of qualified mathematics and science teachers in secondary schools since the 1960s. Currently, many schools are employing Bachelor of Science graduates to teach science subjects to reduce the teacher shortage problem. The status of the teacher and the teaching profession are in jeopardy if there are no deliberate efforts for teacher development in science, mathematics, and English, as well as teaching remuneration and other incentives for quality education improvement.

Nigerian students are exposed to several problems that make it difficult for them to attain good performances and be capable of bringing about sustainable development in the future. Aside from the federal government’s insufficient education funding, education is of poor quality and expensive. There are many problems encountered by students, and these problems pose negative implications for their academic performance. The effects of these problems on the academic performance of students have a negative impact on the education standard in Nigeria. School life can be stressful, although it is undoubtedly one of the most memorable experiences of one’s life. It represents a critical development for both late adolescents and young adults. Social factors such as social networks, organizations and clubs, sports activities, student cults, and dominant relationships have been found to have effects on students’ performance. These social factors affect students’ performance in terms of the time demanded and the psychological state they may cause. Despite the effects of social factors, students still strive to strike a balance between stressful academic attainment and social activities.

The Nigerian education system faces a major challenge in ensuring quality education to create a competent human resource base. This is clear due to the poor performance of students in examinations, especially in science subjects. The annual education sector review provides a Nigerian education network and acknowledges that noticeable progress has been made in education in Nigeria and that much more remains to be done to meet education’s goals. Since science and technology play a major role in any country’s development, the impact of failure in science subjects will heavily affect the economy of that country. Students’ psychosocial factors, such as attitude, confidence, self-efficacy, and social interaction, all play a significant role in their academic achievement. Parent-child connection provides a strong foundation for students’ academic performance and achievement. They also stated that the stronger the relationship they develop regarding educational matters, the higher the academic performance driven by the students. The home environment has a significant influence on a child’s growth and is one of the important aspects of a child’s upbringing that is favorably associated with their science performance at school. The notion that science is “fun” appears to be fading during the middle school years. Children get less attractive and often gain a negative attitude toward science as they move through the middle stage.

Moreover, children’s attitude towards science learning can affect the acquisition of scientific knowledge and skills. Whenever the student possesses a negative attitude, according to him, they will lose their motivation to learn, engage in scientific activities, experimentation, and an interest in focusing on the scientific process, and that may lead them to minimize their desire to understand the world of science education. Hence, children who are uninterested are likely to skip lectures, not take notes, not participate in class discussion, and be reluctant to actively involve themselves in science-related activities. Kids who are passionate and interested in science spend more time doing homework and less time watching television.[37] The influence of a good science teacher can often be related to positive science interests. As such, if teachers establish a welcoming science classroom that encourages students to participate in science, it can have an impact on students’ interest in and attitudes toward science. Furthermore, attitudes toward science can also be influenced by how science lessons are presented. Students sometimes exhibited good attitudes and enthusiasm for science when they worked on projects that dealt with themes of power, culture, and ideology.

Self-esteem has a vital role in children’s academic achievement. To improve students’ achievement, the most effective way is to increase their self-esteem. Children who obtain greater academic performance usually gain more confidence, in contrast to those who have poor confidence in themselves, and they tend to perform less. Therefore, when a youngster develops negative feelings toward themselves, their ability to learn about science is hampered, as is their autonomy to do things on their own. Children who possess negative self-esteem are afraid to engage in meaningful science experiments and laboratory tasks, yet they are less likely to participate in the science learning process, share basic scientific understanding with their peers, and be capable of solving scientific problems.

Conversely, physiological aspects are elements that have an impact on cognition and are connected to the physical body, yet the neurotransmitters that govern your brain’s activities can be affected when your body’s chemistry is improper, for example, owing to inadequate nutrition, dehydration, or alcohol. In the essence of the physiological needs of young children, learners’ cognition cannot work properly if their needs are not met, which may have an impact on their academic achievement. If a student is hungry most of the time or is subjected to conditions that endanger their own existence as human beings due to deprivation, they will be unable to take learning seriously. Furthermore, if students are not properly nourished, dressed, or sheltered, they are more likely to miss school, and even if they do attend, they are more likely to lack the essential concentration to give their lectures their full attention.[14]

There are multiple studies that have connected poor sleep habits to low cognitive ability, and, according to the findings of the study, a person’s daytime performance diminishes if they do not obtain enough or good quality sleep. Alertness and vigilance become erratic in quiet surroundings, cognitive and motor responses become delayed, and the likelihood of falling asleep increases. Children may fall asleep in class, resulting in poor science task performance.[14] Other research, as reported, supported the idea that those who struggled to get out of bed in the morning expressed a lack of motivation to succeed in school. Children who felt more rested were more driven to do their best, had a better student self-image, and were more responsive to teacher influence.[14] Science learning is also highly deepened when there are enough reference materials, such as textbooks, which are frequently seen as the primary script that forms the teaching and learning processes, calculators, and other supplementary materials, as they enrich teaching, engage students in multi-dimensional learning, build students’ abilities to apply their knowledge, and are thus critical for science literacy outcomes.[17] Science teaching was in a poor state regarding necessary inputs in the schools (e.g., books, laboratory supplies, good teachers) and teaching and learning processes (classroom presentations, teacher-pupil relations, management of teaching and learning resources, and professional development and support). Lack of sufficient resources, in addition to poor teaching, affected the learning outcomes in terms of student performance in examinations, participation in innovative science activities, and general scientific and technological literacy of graduates. As per the current situation, something needs to be done to rescue science education.[35]

A study was conducted to find out the factors affecting college students’ performance. In this study, the researcher mainly focuses on exploring the factors associated with the performance of students in intermediate examinations. The study concludes that attitude towards attendance in classes, time allocation for studies, parents’ level of income, mother’s age, and mother’s education were the main factors that affected the performance of students in private colleges.[35] There are numerous factors that affect the academic performance of students in secondary schools. Reviewed literature indicated that there is an awareness of the importance of the home environment or family on pupils’ academic performance. The home has a great influence on the students’ psychological, emotional, social, and economic state. The state of the home affects the individual since the parents are the first socializing agents in an individual’s life. This is because the family background and context of a child affect their reaction to life situations and their level of performance. Parents’ constant disagreements affect children emotionally, and this could lead to poor academic performance. The environment from which students come can also greatly influence their academic performance. Based on this, the home environment and family structure have also been recognized as having a significant influence on the academic performance of students. Study habits of students may be relevant to the prediction of grades because it is possible that students’ grades may be related to their study habits. That is, students with poor study habits may obtain lower grades than those with better study habits. In terms of academic performance, there is a whole other group of variables to consider. Some of these variables include demographic and familial influences, individual characteristics, and program resources and content.[35-37]

Challenges encountered by teachers during the COVID-19 pandemic: Teachers faced numerous challenges during the COVID-19 pandemic, many of which stemmed from the abrupt shift to online teaching. The following key issues and strategies were identified, as supported by several studies:

Lack of resources: Teachers were forced to transition to virtual learning quickly, often leaving essential resources (lesson plans and textbooks) locked in schools due to lockdowns. This led to time-consuming efforts to digitize materials or search for suitable online curricula. Online customizable resources proved helpful for maintaining individuality in teaching.[23]

Poor internet connection: Weak and inconsistent internet connectivity disrupted online classes, causing delays in instruction and submission of assignments. The provision of strong internet connections and Wi-Fi for schools was suggested as a solution.[23,34]

Technological limitations: Teachers struggled with insufficient access to devices like computers, iPads, Androids, and Wi-Fi, as well as limited digital skills, impacting their ability to conduct effective online lessons. Training in technology use and updates for educators was recommended.[38]

Technical difficulties: Glitches during live sessions posed challenges, highlighting the need for backup devices and contingency plans to maintain connectivity during lessons.[23]

Social isolation: The lack of face-to-face interaction in online learning created a sense of isolation among teachers and students, contributing to mental health challenges. Teachers emphasized the importance of in-person teaching for active learning and engagement.[23,38]

Student engagement: Engaging students in online settings proved difficult, with many reluctant to turn on cameras or actively participate. Incorporating interactive tools and personalizing lessons were effective strategies to improve engagement.[38]

High internet costs: The financial burden of high internet costs affected both teachers and students. Stakeholders were encouraged to provide free data and school-based Wi-Fi to ease this challenge.[23]

Electricity issues: Unreliable electricity, especially in rural areas, hampered online teaching. Installing solar systems or providing generators was proposed to address this problem.[38]

Challenges with numerical and practical subjects: Teaching subjects like mathematics and conducting laboratory experiments became more difficult online, as these typically require in-person, hands-on instruction. Teachers reported significant stress in explaining concepts and addressing doubts virtually.[38]

Teacher training and competency: Many educators lacked prior experience with online teaching, poor computer and internet knowledge, lack of computer and digital technology competency, network connections, and low internet speed, resulting in difficulties in course design, test preparation, and monitoring student progress. This was particularly evident for teachers of specialized subjects, such as English for specific purposes (ESP).[23,39]

Real-world relevance: The pandemic disrupted traditional schooling schedules, allowing teachers to prioritize essential concepts and future-oriented skills over standardized testing.[38]

Despite these challenges, teachers adapted by embracing digital tools and focusing on building resilience in their students. The pandemic underscored the need for robust technological infrastructure, better teacher training, and programs to support students’ long-term academic and career goals. This shift marked a significant transformation in education, bridging gaps in digital literacy and innovation.[23,34]

The findings from the study reveal several key insights into the socio-demographics, perceptions, and challenges experienced by teachers during the COVID-19 pandemic and its effects on students’ academic performance:

Socio-demographic profile of respondents: Most of the respondents were female teachers (80%), aged 31-40 years (47%), mostly married (47%), and holding BSc/B. Ed qualifications (69%). Many had limited teaching experience (1-5 years, 33.33%). Most respondents were from a specific school – community secondary school, Nnewichi, Nnewi (40%) and most are certified teachers during the pandemic (93%).

Teachers’ perception of COVID-19 impact on the academic performance of students: Teachers demonstrated good awareness of COVID-19’s effects on academic performance. Schools implemented safety measures such as adequate social distancing, use of masks and hand sanitizers, shutting down school activities, and online learning. These COVID-19-related safety measures, the teachers testified, were easy to implement in their classes after the pandemic. This was collaborated by a previous study that a safe school environment is critical to optimizing learning as it protects learners, teachers, and staff and engenders trust among stakeholders.[40]

In addition, virtual classes enhanced students’ ICT skills but highlighted challenges in teaching practical science subjects, which require in-person experimentation. Sciences were perceived as more difficult, discouraging some students and affecting their performance. Hence, offline became the preferred mode of teaching and learning. These findings were supported by various authors that with the closure of schools, student-teacher contact hours were limited; hence, science subjects were mostly affected since these subjects require students’ utmost concentration to understand the scientific concepts, doing experiments and exercises. The face-to-face learning and offline classes are preferred for student-centered learning, because despite the significant improvement in the use of ICT facilities and good knowledge, the teachers, especially those located in remote areas lack confidence and feel frustrated, concerned, negative, and unsure of what the future holds because, throughout that period, many businesses were closing, the economy was crashing, losses of lives, hunger, and sickness were reported daily from across the
universe.[41-43]

Shift in teaching and learning modes: Online teaching became prevalent during the pandemic, using platforms like Zoom, WhatsApp, and Google Meet. However, teachers and students faced issues such as poor internet connectivity, high costs, limited digital literacy, and lack of technological devices. Offline teaching remained the preferred mode post-pandemic, aligning with similar findings in other studies, which states that most teachers started the distance education process by using EBA infrastructure in public schools and their own education portals in private schools after schools were interrupted by MEB due to the COVID-19 pandemic. In this process, teachers implemented distance education programs through live lessons via the EBA TV/education portal or other programs (Zoom, Skype, WhatsApp, Hangout, etc.).[41]

Challenges faced by teachers: Teachers encountered several barriers during the COVID-19 pandemic period, including inadequate technology (such as iPads, Android phones, and electronic tablets preloaded with e-textbooks in science subjects), poor Internet connectivity, high cost of Internet services, poor student engagement, lack of time management skills, teachers’ lack of digital knowledge, and low confidence in adapting to online methods. These difficulties were compounded by societal issues like economic instability, poor electricity supply, and students’ involvement in household chores. This is supported by a study which shows that online learning is problematic for the student and the teacher because of the unavailability of computer equipment, the Internet connection, and the lack of an interactive database for the student, which made monitoring and evaluating the student almost impossible.[42-45]

Academic performance trends: Students’ performance in science subjects (chemistry, biology, mathematics, and physics) and years (2018–2023) was reported as average, contrasting with past years. Practical science sessions were limited during the pandemic, negatively impacting students’ grasp of concepts. This is consistent with other studies indicating low STEM performance due to limited student-teacher interaction during school closure.[17,26]

Despite the negative effects on the academic performance of students, which include poor attendance and coping mechanisms, difficulty conducting practical sessions for the students in the laboratories, and the loss of the opportunity for face-to-face interactions in the classroom, the pandemic fostered skills such as online business, skills acquisition such as sewing, make-up, hair braiding, baking, and digital learning among students. Schools adopted strategies like extra classes (evenings and weekends), assessments, and guidance programs to support learning. Similar results were obtained, which revealed that quizzes tailored to the students’ abilities were one of the strategies used by teachers to guide them through online learning.[39,46] In addition, teachers commended the shift to online learning for its accessibility and flexibility but preferred offline methods for better engagement and performance outcomes.

Post-pandemic student outcomes: Some students did not return to school due to early marriages, pregnancies, employment, or involvement in negative activities, highlighting socio-economic impacts of the pandemic. In summary, while the pandemic posed significant challenges to education, it also catalyzed innovations in teaching methods and highlighted areas for improvement in digital infrastructure and teacher training. However, the disruptions had lasting effects on students’ academic trajectories and overall engagement in learning.

Educational implications: The findings of this research provide significant practical implications for the policy makers of the schools and for the education sector in Nigeria to encourage online teaching at the time of the pandemic outbreak, since it may be possible that pandemics for the foreseeable future may continue to arise. Nigerians have gone through unpleasant experiences since the outbreak of COVID-19. The government and private sectors were seriously affected, including teachers and students. This experience may be difficult to erase from the minds of everyone, including the students and teachers, as the Nigerian government at all levels rolls out measures to curb the spread of the COVID-19 pandemic.[26] The poor performance in science subjects may have negative effects on upcoming students who may wish to major in sciences. It may also work against those who are interested in pursuing a career in science specialties at college or university. Nigeria, as a developing nation in dire need of technological development, needs men and women who are career-oriented in science fields for technological advancement and economic development. Therefore, serious work needs to be done to alleviate the impact of the COVID-19 pandemic on the performance of science subject students. There is a need for skilled professionals who are science-inclined to promote economic mobility to reduce class inconsistencies. Student-centered teaching strategies such as using extra time (weekends), giving many assessments, and providing guidance and counseling that can improve students’ attitudes towards greater achievement in science subjects and their ability to use ICT facilities should be adopted in the teaching of secondary schools. It is highly recommended that teachers adopt digital technologies to teach science experiments in laboratories. Teachers should check all the technical requirements before committing to starting an online class, including any specific software or hardware equipment that they may need. This will go a long way toward mitigating some of the horrid experiences that emanated from the COVID-19 pandemic. It will also serve as a recovery planning method in the advent of any future pandemic or disaster to avoid struggling to adjust to any new normal.[26,42-47]

The following recommendations are made based on the findings of the study:

1. Develop initiative, technology-based teaching modules to improve teachers’ ICT skills and reduce anxiety about online platforms.
2. Ensure safe school environments and create contingency plans to guarantee education during crisis.
3. Address gender imbalance by employing more male teachers in the teaching profession.
4. Allocate funds to provide ICT facilities for online laboratory experiments and teaching.
5. Introducing high-speed internet connections, including Wi-Fi and broadband, in schools to enhance learning experiences.
6. Provide reliable electricity through solar systems, standby generators, or listers to maintain uninterrupted power supply in schools.

Limitations of the study: The research focused on science teachers in government secondary schools in Nnewi north education zone. Data collection was challenging due to the wide scope of the area and the strike by the Nigeria Labour Congress at the time of the research, which affected the living conditions in the country. However, the researcher persisted in completing the study despite these obstacles.

Suggestions for further research: The following areas for further studies are suggested as a result from the study:

1. Expand research into non-science subjects to assess the broader impact of the pandemic on education.
2. Investigate the unsafe workplace conditions teachers faced during the pandemic or similar disasters.
3. Explore strategies to develop a relevant science curriculum to ease teachers’ content delivery.
4. Research the application of ICT for conducting online laboratory experiments and teaching, fostering a digital culture in schools to future-proof education against potential crises.

The COVID-19 pandemic significantly shifted education from traditional in-person classrooms to online learning, creating numerous challenges for both teachers and students. This transition negatively affected students’ academic performance, particularly in science subjects. Effective prevention and management strategies for COVID-19 in schools are vital to minimizing infection risks and addressing its impact on education. Despite teachers’ awareness of COVID-19 control measures, they require additional training in using ICT tools, access to devices such as tablets and e-textbooks, and resources to enhance online learning. These measures can help mitigate the pandemic’s impact on students and support teachers in providing quality education.

I wish to acknowledge the invaluable contributions of the following individuals: Dr. Apiti A.A., my project supervisor; Prof. Johnson Afonne; Dr. Ozuah, my ITS Lecturer; my husband, Mr. Boniface Okonkwo; and my entire family for their unwavering support.

No funding sources were utilized for this research.

Ogochukwu Okonkwo
Department of Health Information Management
School of Health Information Management
Nnamdi Azikiwe University Teaching Hospital, Nigeria
Email: ochukwu74@gmail.com

The author contributed to the conceptualization, investigation, and data curation by acquiring and critically reviewing the selected articles, and involved in the writing – original draft preparation and writing – review & editing to refine the manuscript.

A letter of introduction signed by my project supervisor facilitated my visit to the Nnewi Education Zonal Office, where I obtained data on the number of science teachers in the zone. Additionally, verbal permission was secured from the principals of the schools visited during data collection. Therefore, there is no formal certificate of ethical approval available.

The author declares no conflict of interest.

None

https://doi.org/10.63096/medtigo30622456

Ogochukwu O. The Perception of Teachers on the Impact of COVID-19 on the Academic Performance of Students in Science Subjects in Nnewi North Education Zone. medtigo J Med. 2024;2(4):e30622456. doi:10.63096/medtigo30622456 Crossref