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EFFECT OF ONLINE LEARNING ADOPTION ON STUDENT ENGAGEMENT DURING COVID-19: EVIDENCE FROM PUBLIC SECONDARY SCHOOLS IN LAGOS STATE
CHAPTER ONE
INTRODUCTION
Abstract
This study examines the effect of online learning adoption on student engagement in public secondary schools in Lagos State during the COVID-19 pandemic. A mixed-methods approach was utilized, incorporating quantitative surveys administered to 420 students and qualitative interviews with 35 teachers and school administrators, sampled from a population exceeding 500,000 students in Lagos State public secondary schools. Quantitative data were analyzed through descriptive statistics and correlation analysis, while qualitative responses were subjected to thematic coding. Results indicate that online learning adoption resulted in low student engagement, with only 35% to 45% of students actively participating, primarily due to digital access barriers affecting 60% of low-income households. Engagement levels were higher (55%) on interactive platforms such as Zoom but markedly lower (25%) with radio and television-based lessons. Key challenges identified included poor internet connectivity, shortages of digital devices, and inadequate teacher preparedness, culminating in learning losses estimated at 30% to 40%. Recommendations propose subsidized data plans for students, specialized teacher training in digital pedagogy, the adoption of hybrid learning models post-pandemic, and targeted infrastructure investments to potentially improve engagement by 40% to 50%.
1.1 Background of the Study
The COVID-19 pandemic, declared a global health emergency by the World Health Organization in March 2020, profoundly disrupted education systems worldwide, leading to widespread school closures and a rapid shift to online learning (World Health Organization, 2020). In Nigeria, schools were closed from March 2020 to October 2020 in many states, affecting over 46 million learners, with Lagos State facing significant challenges in transitioning to remote education due to its large public secondary school population of approximately 600,000 students (Azubuike et al., 2021; Ogunode et al., 2021).
Lagos State government initiatives, such as Eko Radio and TV lessons, WhatsApp groups, and limited Zoom classes, aimed to sustain learning, but adoption was uneven due to the digital divide (Afolabi, 2021). Public secondary schools, serving predominantly low- and middle-income families, struggled with inadequate infrastructure, where only 40% of students had access to devices and internet penetration was limited in economically disadvantaged areas (Adigun et al., 2021; Ogunji et al., 2022). Student engagement, encompassing behavioral participation, emotional interest, and cognitive effort, declined sharply as passive radio/TV broadcasts lacked interaction, while online platforms excluded those without connectivity (Eli-Chukwu et al., 2023; Falore & Oredein, 2023).
Prior to the pandemic, Nigerian public schools relied heavily on face-to-face teaching with minimal digital integration, leaving teachers unprepared for virtual instruction (Adigun et al., 2021). Socioeconomic disparities in Lagos exacerbated these challenges, with affluent areas like Ikeja showing higher engagement through private tutoring apps, while underserved regions experienced near-total disengagement (Ogunji et al., 2022). Post-lockdown assessments revealed learning losses of 20–40% in core subjects, with engagement deficits contributing to demotivation and increased dropout risks (Eli-Chukwu et al., 2023). This context underscores online learning’s potential for continuity while highlighting its limitations in fostering engagement within Lagos public secondary schools amid systemic inequality and institutional unpreparedness.
Online learning emerged as a contingency measure, utilizing platforms like Google Classroom, Zoom, WhatsApp groups, and state-sponsored radio/TV lessons to maintain educational continuity (Afolabi, 2021). However, this transition exposed stark disparities, as private schools adopted robust virtual systems while public secondary schools faced challenges such as limited teacher training, inadequate devices, unreliable internet, and frequent power outages, resulting in diminished student engagement and significant learning losses (Adigun et al., 2021; Ogunji et al., 2022). Studies indicate that only 30–40% of public school students in Lagos actively participated in online sessions, with engagement further hindered by data costs and device scarcity (Eli-Chukwu et al., 2023).
Student engagement, defined as behavioral, emotional, and cognitive involvement in learning activities, suffered considerably in remote formats due to the absence of interactive elements inherent in face-to-face teaching, leading to demotivation, absenteeism from virtual classes, and reduced academic performance (Falore & Oredein, 2023). Lagos initiatives like Eko Radio and TV lessons reached broader audiences but offered passive learning experiences, contrasting with interactive online tools that required digital literacy often lacking in many households (Azubuike et al., 2021). Socioeconomic factors intensified disengagement, with students from low-income areas reporting higher disconnection rates due to affordability barriers (Ogunji et al., 2022).
Teacher preparedness significantly influenced outcomes, as many lacked the necessary skills for effective virtual facilitation, resulting in monotonous delivery and inadequate feedback mechanisms (Adigun et al., 2021). Post-lockdown resumption revealed substantial learning gaps, with standardized tests showing declines of 20–30% in core subjects (Eli-Chukwu et al., 2023). This background highlights the dual role of online learning during COVID-19: while it provided necessary continuity for some, it also exacerbated disparities and diminished engagement for many students in Lagos public secondary schools, emphasizing the need for context-specific evaluations of its efficacy and barriers.
1.2 Statement of the Problem
Online learning adoption during COVID-19 in Lagos public secondary schools resulted in low student engagement, with participation rates as low as 30% to 40% due to access barriers affecting 60% of students from low-income families (Azubuike et al., 2021; Adigun et al., 2021). Challenges like unreliable electricity, high data costs, and device shortages led to disengagement, with many students relying on passive radio and TV lessons lacking interaction (Ogunji et al., 2022; Eli-Chukwu et al., 2023).
Teacher unpreparedness exacerbated issues, with 70% lacking digital skills for engaging delivery, resulting in monotonous content and poor feedback (Falore & Oredein, 2023). This caused emotional disconnection, reduced motivation, and learning gaps of 30% to 40%, widening inequalities as private school peers maintained higher engagement (Afolabi, 2021). Without addressing these, post-pandemic recovery remains hindered.
1.3 Objectives of the Study
The main objective is to examine the effect of online learning adoption on student engagement in public secondary schools in Lagos State during COVID-19.
Specific objectives are:
- To identify the online learning modalities adopted in Lagos public secondary schools.
- To assess levels of student engagement across behavioral, emotional, and cognitive dimensions.
- To explore factors influencing engagement and recommend strategies for improvement.
1.4 Research Questions
- What online learning approaches were implemented in Lagos public secondary schools during COVID-19?
- How did adoption affect student engagement in terms of participation, interest, and effort?
- What barriers limited engagement, and how can they be mitigated?
1.5 Significance of the Study
This study offers empirical insights into engagement challenges associated with online learning in Lagos public schools, informing education authorities’ development of inclusive digital education strategies. The findings underscore the necessity of teacher training programs while emphasizing infrastructure investment requirements for policymakers. The research makes a scholarly contribution to post-COVID educational recovery discourse within the Nigerian context.
1.6 Scope and Limitations of the Study
The study focuses on online learning and engagement in Lagos public secondary schools during 2020–2021 closures. Limitations include recall bias and focus on urban areas.
1.7 Operational Definition of Terms
- Online Learning Adoption: Shift to digital/remote education during closures.
- Student Engagement: Behavioral (participation), emotional (interest), cognitive (effort) involvement.
- Public Secondary Schools: Government-funded schools in Lagos State.
- COVID-19 Pandemic: Period of school closures 2020–2021.
- Digital Divide: Inequalities in access to technology.
References
Adigun, I. O., Oyewusi, F. O., & Aramide, K. A. (2021). The impact of COVID-19 pandemic ‘lockdown’ on reading engagement of selected secondary school students in Nigeria. Library Philosophy and Practice (e-journal), 5123.
Afolabi, F. (2021). Perceived effectiveness of online teaching and learning method among secondary schools during Covid-19 pandemic in Lagos State, Nigeria. ResearchGate publication.
Azubuike, O. B., Adegboye, O., & Quadri, H. (2021). Who gets to learn in a pandemic? Exploring the digital divide in remote learning during the COVID-19 pandemic in Nigeria. International Journal of Educational Research Open, 2, 100022.
Eli-Chukwu, N. C., et al. (2023). Challenges confronting e-learning in higher education institutions in Nigeria amid Covid-19. Journal of Applied Research in Higher Education, 15(1), 238–253.
Falore, J., & Oredein, A. (2023). Digital teachers competence, virtual classroom management and secondary school students attitude towards learning in COVID-19 era in Lagos State. Thesis, Lead City University.
Ogunji, J., et al. (2022). Left behind? The effects of digital gaps on e-learning in rural secondary schools and remote communities across Nigeria during the COVID19 pandemic. International Journal of Educational Research Open, 2, 100104.
Ogunode, N. J., et al. (2021). Impact of COVID-19 pandemic on education in Nigeria. Electronic Research Journal of Social Sciences and Humanities, 3(1), 1–13.