ALCHOWDHRY: IMPACT OF CORONAVIRUS PANDEMIC ON OPERATIONAL EFFICIENCYOF BIOLOGY TEACHERS IN SECONDARY SCHOOLS

IMPACT OF CORONAVIRUS PANDEMIC ON OPERATIONAL EFFICIENCYOF BIOLOGY TEACHERS IN SECONDARY SCHOOLS IN EDE NORTH LOCAL GOVERNMENT AREA, OSUN STATE

ABSTRACT

This study examined the impact of coronavirus pandemic on operational efficiency of Biology teachers in secondary schools in Ede North Local Government Area Osun State. The characteristic used for the study are senior secondary school Biology teachers in public schools in Ede community and environs. Ten public secondary schools were randomly selected in Ede North Local Government Area of Osun State. Twenty (20) respondents were used for the study. A questionnaire containing 22 items was used to obtain information from the Biology teachers in the study areas. The questionnaire was divided into two sections (A and B). Section A of the questionnaire was designed to obtain the personal data of the respondents with regard to sex, age, teaching, qualification, teaching experience and so on. Section B consisted of 18 structural questions about coronavirus pandemic and operational efficiency among senior secondary school Biology teachers. The data collected were analyzed using, Chi-square. Test for significance was carried out at the 0.05 level of probability. The results of the study revealed that there is significant relationship between coronavirus pandemic and operational efficiency of Biology teachers in senior secondary schools. The study also affirmed that coronavirus pandemic can significantly influence performance and operational efficiency of Biology teachers in senior secondary schools in Nigeria. On the basis of the findings of this study, it is the recommendations of the investigation that effective means of handling the spread of coronavirus in our educational sector should be well established among senior secondary schools teachers across the nation. In addition Government should provide enough funds in order to control, manage and cater for the protection and treatment of coronavirus pandemic among teachers in our schools.

Key Words: Attitude, Coronavirus, Efficiency, Operational, Pandemic.

TABLE OF CONTENTS

TITLE PAGE i

CERTIFICATION ii

DEDICATION iii

ACKNOWLEDGEMENT iv

TABLE OF CONTENT v - vi

ABSTRACT vii

CHAPTER ONE: INTRODUCTION

1.1 Background of the Study 1-5

1.2 Statement of the problem 6-7

1.3 Research questions 7

1.4 Objectives 7

1.5 Significant of the study 7-8

1.6 Scope and Delimitation of the study. 8

1.7 Definition of terms 9

CHAPTER TWO: LITERATURE REVIEW

2.1 Introduction 10

2.2 Conceptual Framework 10-12 Mmmmmm

2.3 Overview of Coronavirus Disease 12-13

2.4 Factors Affecting Teachers Operational Efficiency and Performance 13-14

2.5 Global Responses to Coronavirus Pandemic 14-17

2.6 Impact of Coronavirus Pandemic on Education 17-19

CHAPTER THREE: RESEARCH METHODOLOGY

3.1 Introduction 27

3.2 Research Design 27

3.3 Sample and Sampling Techniques 27

3.4 Target Population 28

3.5 Data collection 28

3.6 Research Instrument 28

3.7 Research Procedure 28

3.8 Validity of the Instrument 29

3.9 Method of Data Analysis 2

CHAPTER FOUR: ANALYSIS AND INTERPRETATION OF DATA

4.1 Introduction 30

4.2 Data Analysis 30-32

4.3 Presentation and Interpretation of data 32-36

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Summary of Findings 40

5.2 Conclusion 40

5.3 Recommendation 40-41

5.4 Suggestion for Further Study

REFERENCES 42-45

APPENDICES 46-49

CHAPTER ONE

1.1 Introduction

A teacher is referred to as an individual who has been specially prepared to exercise the profession of imparting knowledge, skill and other personal qualities to learners in a formal school system. They are also known as carriers of either positive or negative behavior toward students. Teacher’s personality, quality and effectiveness matter. In fact, it is the most important school-related factor influencing student’s academic achievement (Bangbade, 2004).

Corona virus disease 2019 (COVID 19) is explained as illness caused by a novel coronavirus now called severe acute respiratory syndrome coronavirus 2 (SARS CoV2; formerly called 2019-nCoV). Which was first identified amid an outbreak of respiratory illness cases in Wuhan City, Hubei Province, China (David, 2021).

The recent outbreak of the Coronavirus pandemic increased the gaps in the education sector globally. Though, the Coronavirus pandemic is novel, but it already has noxious effects on humanity. COVID-19 outbreak has created educational disruptions, and global health concerns that proved very difficult to manage by global health systems (Ramzy, 2020).

As at now, no nation or race across the world is immune from the coronavirus pandemic, and the entire world seems overwhelmed by the speed of the spread and the devastating effects of COVID-19. The coronavirus pandemic has no boundaries, and the effect is large and fast. Just within few months of the outbreak of the disease, it has drastically changed the lifestyles of the entire world with billions of people being forced to ‘stay at home’, ‘observe self-isolations’, and work and learn from home. It has limited the freedom of people to move, trade or associate. Not only has COVID-19 caused a total lockdowns in many countries across the world, but it also caused the death of thousands of people including, women, and the elderly. It was more worrisome to know that reports from various continents, including, America, Africa, Asia, and Europe indicated a daily increase in the number of new cases, and mortality due to COVID-19. As at April, 2020, the number of global COVID-19 cases has surpassed one million cases and more than 220 thousand deaths. It was also frightening that the USA recorded more than 2000 COVID-19 deaths in a single day despite the country’s strong commitment to the fight against the contagion. The number of Coronavirus deaths was soaring with no immediate solutions in sight. The disease showed no sign of slowing down across the globe (WHO, 2020).

In Nigeria, the COVID-19 outbreak triggered the President of the Nigeria, President Buhari to invoke the “Defense Production Act”. The government also issued a national emergency as a result of the growing number of new cases of Coronavirus in the country (Priscillia, 2020). The Nigeria government also negotiated with the parliament to approve more than 2 trillion US dollars stimulus package to combat the Coronavirus pandemic, and to provide some reliefs to citizens and businesses affected by the Coronavirus outbreak. Similar actions were also replicated in many other countries including, Germany where 810 billion US dollars were also set aside to contain the effects of the pandemic, yet the virus rapidly spread to many parts of the world.

The outbreak of COVID-19 affected all aspects of human activities globally ranging from education, research, sports, entertainment, transportation, worship, social gathering/interactions, economy, businesses, and politics. Indeed, the entire world was in distress as a result of COVID-19 threats, the reality of the situation was challenging to bear, and the education sector remains one of the worst-hit by Coronavirus outbreak.

The quality of any educational system depends on the personality, quality and effectiveness of its teaching staff and without that; a school may not be able to achieve its goals and objectives. Empirical studies that conform to a variety of accepted methodological approaches and use a range of measures of teacher effectiveness are used to ascertain what existing evidence says about the relationship between teacher attributes and their performance.

In order to have better understanding of the rate at which coronavirus has affected the educational sector, most especially teachers operational efficiency, this study thus investigate; impact of coronavirus pandemic on operational efficiency of Biology teachers in secondary schools in Ede North Local Government Area Osun State.

1.2 Statement of the Problem

The recent outbreak of COVID-19 across the globe has adverse effects on education including, learning disruptions, and decreased access to education and research facilities, Job losses and increased teacher’s debts. Adversely, many educators and teachers both in developed and developing countries were forced to work from home and teaching online during the coronavirus pandemic. As a result of that, Government agencies and other stakeholders are frequently stressed and frustrated from the daily challenges associated with operating the entire school system. While it is evident that stability in school system has a vital part in inculcating positive attitude for better individual in the society.

Since it is obvious that corona virus pandemic can influence teachers performance and operational efficiency, it is imperative that school management and other relevant stakeholders are aware of the level of influence coronavirus have in affecting the teachers performance and teaching in schools, so that they can be more equipped in order to help teachers becoming functional and productive in the educational sector. In gaining more insight into this issue, this study thus examine impact of coronavirus pandemic on operational efficiency of Biology teachers in secondary schools in Ede North Local Government Area Osun State.

1.3 Research Question

(i) Does coronavirus pandemic have any effect on performance and operational efficiency of Biology teachers in senior secondary schools?

(ii) Does coronavirus pandemic influence teacher’s performance and teaching of Biology in senior secondary schools?

(iii) Is there any significant relationship between coronavirus pandemic and operational efficiency of Biology teachers in senior secondary schools?

(iv) 1.4 Statement of the Hypothesis

The following are the hypothesis formulated for the study.

(i) Coronavirus pandemic cannot significantly influence performance and operational efficiency of Biology teachers in senior secondary schools.

(ii) There is no significant relationship between coronavirus pandemic and operational efficiency of Biology teachers in senior secondary schools.

1.5 Objectives of the Study

The following are the stated objectives of the study.

(i) i To investigate coronavirus pandemic as one of the factors affecting performance and operational efficiency of Biology teachers in senior secondary schools.

ii To examine rate at which coronavirus pandemic influence performance and teaching of Biology among senior secondary school teachers.

iii To determine how coronavirus pandemic influence senior secondary school teachers mode of teaching Biology.

1.6 Significance of the Study

The significance of any important research study cannot be under estimated. Therefore, the outcome of this study will help address some of the challenges confronting the operational efficiency of teachers as a result of spread of coronavirus in schools especially, senior secondary schools students in Nigeria.

Senior Secondary Schools Teachers will benefit a lot from this research study. Also, it is crystal clear that educational sector need to work hand in hand with health sector, having systematic professional approach to acquire new knowledge, methods, skills and attitudes in order to properly handle the impact and spread of coronavirus pandemic. This study will also enlighten individuals that the good integrated between government’s efforts with, school management and teachers’ commitment will help curb the spread of the coronavirus pandemic, and this will lead to the achievement of the educational goals in Nigeria.

The study also will give advantages to Government at levels and all schools especially at senior secondary school level where they can have a clear view on any formulated and implemented policies in term of controlling the spread of the coronavirus pandemic and sustaining teacher’s operational efficiency.

1.7 Scope and Delimitation of the Study

The scope for this study examines impact of coronavirus pandemic on operational efficiency of Biology teachers in secondary schools in Ede North Local Government Area Osun State.

Senior secondary school teachers from ten public secondary schools will be selected to form the target population.

The study is delimited to senior secondary school teachers chosen from selected public secondary schools in Ede North Local Government Area, Osun state.

1.8 Definition of Terms

Corona virus pandemic: It is a novel virus, but it already had noxious effects on humanity; it is a pandemic that has no boundaries and its effect is large and fast.

Performance: This is referred to as individual ability or strength that is usually show case in carrying out serious tasks.

Policy: Policy is referred to as a formulated and implemented framework proposed or adopted for certain purpose.

School closure: School closure means the closing down of schools as a result of the pandemic, emergencies, labour strikes, disasters or deliberate efforts to reposition a school or curb crimes in a given campus or environment.

Technology: Is the sum of techniques, skills, methods and processes used in the production of goods or service or in the accomplishment of objectives such as scientific investigation. Technology is integral to student-teacher connection and communication especially in moments of isolations, quarantines, and lockdowns as a result of health crises and other emergencies. Technology is an essential tool to offer educational, psychological, spiritual, and medical advice or supports to parents, educators and students during and after pandemics

Teaching Effectiveness: Teaching effectiveness is the degree to which one has facilitated

Student’s achievement of educational goals.

CHAPTER TWO

2.0 Literature Review

2.1 Introduction

This chapter of the study presents conceptual knowledge about the impact of coronavirus pandemic on operational efficiency of Biology teachers in secondary schools in Ede North Local Government Area Osun State. The chapter is organized in to different sections. Each section has been supposed to release strong necessary power of information to conduct the study effectively as well as to develop smart data collection instruments. For the purposes of this study a wide range of relevant literature was consulted with special reference to literature pertaining to coronavirus pandemic and operational efficiecy. A variety of sources such as textbooks, journals, official documents, seminar papers and websites were consulted.

2.2 Conceptual Framework

Conceptual framework in research is used in research to outline possible courses of action or to present a preferred approach to an idea or thought Isaiah Berlin. Conceptual frameworks are a type of intermediate theory that attempt to connect to all aspects of inquiry (e.g., problem definition, purpose, literature review, methodology, data collection and analysis).

Conceptual Framework

Figure 1: Conceptual Framework of the Study (Source: Researcher)

2.3 Overview of Coronavirus Disease

Coronavirus Disease is a contagious disease that first emerged in Wuhan, China in 2019. It was later coded “COVID-19” by the W.H.O which stands for Coronavirus Disease 2019. The Coronavirus outbreak remains one of the worst global pandemics for decades. The mortality rate soared and the easy of spread was upsetting.

Research shows that older people and those with underlying medical problems like cardiovascular diseases, diabetes, chronic respiratory disease, and cancer were more likely to develop serious illnesses from coronavirus (W.H.O, 2020). Some of the symptoms of Coronavirus include; Sore throat, runny nose, constant coughing/sneezing, breathing difficulty and fatigue.

As at the time of this study, there were no reliable treatments for Coronavirus, but a series of researches were in the pipeline across the world towards finding a clinical vaccine for the contagion. However, recent events shows that behavioural change can help contain the spread of coronavirus. Some of the suggested measures to halt the coronavirus pandemic include;, improved individual habits such as personal hygiene, including constant washing of hands with alcohol-based sanitizers, good respiratory attitude (close coughing and sneezing), and other personal protection practices like wearing of face mask, social distancing, avoiding touching of the face, and reducing contacts with people through self-isolation at home or avoiding nonessential travels or gatherings. Coronavirus is a global problem that requires more action coordination and global cooperation to successfully contain the outbreak and to deal with its aftermath effects. Consequently, the United Nations appealed for 2 billion dollars to support global response efforts towards tackling the coronavirus pandemic. The consequences of COVID-19 could be more severe; if people do not comply or adhere strictly to public health regulations and advice.

2.4 Factors Affecting Teachers Operational Efficiency and Performance

It was observed that government owned schools generally, suffer inadequate funding. This results in inadequate tools and materials which adversely impact on teaching and learning effectiveness. There is scarcity of Agricultural Science Teachers. Also, the available ones are inadequately motivated leading to passive disposition in impacting learning experiences in the learners. Haruna, (2004) asserted that there is a positive correlation between motivational factors and teaching effectiveness. When appropriately used, staff motivation initiatives such as enriched physical working environment, adequate infrastructure, and attendance at workshops, seminars, and conferences could be a veritable tool for getting the best out of the teachers and at the same time enhance effective teaching and learning process between teachers and learners. Farrant (2000) noted that teaching is the process of facilitating learning. It involves the transfer of ideas, knowledge, skills, attitudes, beliefs and feelings to someone, with the aim of bringing about particular changes in a person.

The teacher is the person who transfers such skills, ideas, attitudes and beliefs to the learner with the aim of bringing about consistent change in behavior .Teachers are the doctors who strive to save life, the electrical engineers who produce illumination and power with which to see and operate, the farmers who produce food for the people and teachers train all the manpower needed for sustaining the above professions and upgrading the economic activities of the nation.

Any nation that wants to be recognized as a developed country must build its human resources firmly. Hence, a country is said to be technologically developed, if majority of her populace are well educated.

Therefore, those that impart the needed knowledge or those that build and mould character must be motivated adequately because motivation is the key to performance and empowerment. Hence it is believed that a motivated teacher always complete the tasks set for him, even when such tasks or assignments are difficult or seen uninteresting. Effectiveness can be referred to as the grade or level to which the expected products, effects and impacts are achieved in an educational system.

Teacher effectiveness is the ability to inculcate skills, attitudes and values in the learners that may be directly or indirectly useful for Agricultural activities which in turn enhances productive Agriculture. The effectiveness of teachers is the resultant outcome of their efficiency and quality of content delivery which is influenced by their educational background, length of service, higher training and qualifications as well as school leadership style.

Robbins (2005), asserted that employee’s motivation is the “willingness to exert high level of inspiration to reach organizational goals, conditioned by the efforts ability to satisfy some individual need”. This implies that motivation is the willingness of teachers to perform excellent teaching assignments efficiently and this willingness only comes when they perceive that their effort would result in their need satisfaction. Teacher’s motivation can only be attained by realizing that his individual needs or goals are aligned with organizational goals or achievement.

Teacher motivation plays an important role in the promotion of teaching and learning excellence. Generally, motivated teachers are more likely to motivate students to learn in the classroom, to ensure the implementation of educational reforms and feelings of satisfaction and fulfillment. While teacher motivation is fundamental to the teaching and learning process, several teachers are not highly motivated. Compared with other professions, teachers across various countries, school contexts, and subject fields exhibit higher levels of emotional symptoms. According to Dai and Sternberg (2004), high levels of job dissatisfaction, stress, and burnout can negatively influence motivation and job performance. Gorham and Millete, (1997) added that teachers who report low levels of motivation tend to perceive their students’ motivation levels as low. This consequently has a negative impact on students’ academic performance. Ofoegbu (2004) stated that teacher motivation enhances classroom effectiveness and improves schools. Teachers are arguably the most important group of professionals for our nation‘s future. Gawel (2013) pointed out that by implication; teachers are the technological mechanisms of any nation. However, Olukoya (2013) lamented that teachers are not well treated in their job and that they seem the most wretched of the earth, the third class citizen in the third world country. He noted that if they are well catered for, the educational system will be bright and the students will receive sound education. If not well treated, even the good teachers will quit the teaching profession at the preponderance of mediocrity. This will impact negatively on academic performance of our students both in internal and external examinations. Making reference to Maslow hierarchy of need, Gawel (2013) remarks that, human beings have certain needs that spur them into action. That gratification of such needs lead to satisfaction while frustration of such needs leads to dissatisfaction. He described need gratification as “the most important single principle underlying all development; and the single holistic principle that binds together the multiplicity of human motivates’.

No education system can rise above the quality of its teachers and no national development can supersede the quality of her teacher. If Nigeria will achieve optimum success in the field of Agricultural science, sustained attention should be given to factors that can bring about the motivation of teachers. As opined by Okure (2001), effective teaching of agriculture can only occur where there are effective teachers.

Ferdiman (2007) concluded that student learning behaviour can be aroused, sustained, directed, and selectively reinforced by a highly committed teacher. He stressed that efficient learning by students and performance are predicted upon competent teachers’ motivation. Leslie (2014) observed that teachers’ salary is seen as a hypothesized cause of teacher productivity, the determinant of teachers’ behaviours, arousal, vigour, direction and persistence. Adequate salary provides the “push” for teachers’ effectiveness .There has been over a 20% decline in the number of newly qualified agricultural science teachers produced in addition to numerous agricultural teaching positions nationwide that will not operate due to the lack of a qualified teacher (Kantorovich, 2010). While teacher motivation is fundamental to the teaching and learning process, several teachers are demotivated. This observation should be taken seriously and an investigation into the motivational factors towards effectiveness of agricultural science teachers is therefore necessary to achieve the educational goals in the field of agricultural science in every learning institution. Compared with other professions, teachers across various countries, school contexts, and subject fields exhibit higher levels of emotional symptoms. Teachers are not effective due to lack of specific and acceptable teaching method, effective class size and inadequate teacher-student ratio, inadequate facilities that would ensure individualized teaching and learning process without increasing cost, poor remuneration, poor working condition, low interpersonal relationship ,poor school leadership system ,which consequently leads to ineffectiveness of teachers .

2.5 Global Responses to Coronavirus Pandemic

A proactive response is critical to the containment of any disease outbreak, but the coronavirus took the world by surprise and most countries were not prepared initially for the pandemic, including the world powers. Shortly after the outbreak of COVID-19, the World Health Organization (W.H.O) issued guidelines and updates on how to mitigate the spread of the pandemic, and thereafter, many countries adopted different measures in addition to the W.H.O guidelines to contain the spread of the disease. There were lockdowns in most parts of the world, and people were asked to work from home. Some countries even deployed their military to enforce coronavirus restrictions, and to reduce the number of covidiots. There were increased demands for health equipment including, protective gowns, sanitizers, face masks and hand gloves. Countries like the Osun States and the U.K also opened their visitation doors for medical professionals such as doctors and nurses who were working or willing to treat the effects of COVID-19. Also, large gatherings and sporting activities were suspended at both local and

international levels. Big sporting events like the prestigious European Champions League games were played behind closed doors before they were suspended. Global responses to Coronavirus pandemic were varied from country to country, but most countries endorsed the closure of school strategy as a means to contain the spread of COVID-19. Some selected COVID-19 responses across the world particularly as it relates to the closure of schools due to Coronavirus are highlighted below:

In the Osun States, many schools were closed down, and scheduled tests and examinations were also cancelled. The report shows that some of the schools closed down for Coronavirus in the Osun State might not resume back for the rest of the academic year (Madeline, 2020). New York and the California States were among the worst-hit states in the U.S and the number of cases increased steadily despite strong measures put in place by both the federal and state governments to contain the pandemic. At a point, the country surpassed China in the number of cases of Coronavirus, but the country is determined to defeat the pandemic. School closures in the U.S affected over 60 million students in the country. In Spain, about 11 million students were affected by school closures for mitigation of the spread of Coronavirus. Regional governments in the country closed down schools in response to the increased cases of Coronavirus in the country. The closure of schools in Spain particularly in Madrid led to the suspension of job contracts for people who work at school cafeterias and in special education (El Pais, 2020). The

closure of schools in Spain was very necessary considering that the country lost 849 people in a day due to Coronavirus. In Saudi Arabia, Middle East Monitor (2020), reported that schools and universities across the kingdom were ordered to close down for Coronavirus by the Ministry of Education. The government however, directed that “Virtual schools and distance education be activated to ensure that the educational process continues in an effective and quality manner”.

In Australia, Michael (2020) reported that dozens of independent schools were shutdown at New South Wales while some moved to online classes. Students learn from home, while some schools were opened but implemented strong measures to ensure social distancing strategy. The opening of schools amidst the coronavirus pandemic was backed by the Australian government. The Prime Minister openly announced that schools remained open because the government believes that “children are at very low risk from coronavirus, and the closing of schools could have crippling effects on their health sector and the economy”. The government cited solid health case for keeping schools open, but teachers and parents were worried (ABC News, 2020). The country also banned outdoor gathering of more than 2 people, while 18 billion dollars was also approved to mitigate the spread and effects of the Coronavirus. In Italy, schools were shutdown indefinitely, and the military were deployed to help enforce restrictions. However, despite the measures put in place by the government towards curbing the spread of Coronavirus, the country became an epicenter for the outbreak and recorded 969 coronavirus deaths in a single day.

In India, all schools and educational institutions were closed down and the government imposed “Janata” Curfew which restricted all citizens to stay at home to contain the spread of Coronavirus. The police also went round some cities to create public awareness about the pandemic.

In France, the government ordered the closure of all schools in a televised broadcast by President Macron. The measure was in response to the increased health crisis in the country due to coronavirus. The country was badly affected just like their counterparts in many parts of the world. The Coronavirus were reported to have originated from Wuhan, China and it was the epicenter at the beginning of the outbreak. Schools and other public institutions were shutdown to mitigate the spread of the virus. The closure of schools and other measures put in place by the government proved effective and the pandemic was contained to a large extent. The country also closed its borders with some neighbouring countries. In Iran, the government closed all schools as part of the preventive measures to halt the spread of coronavirus. Although, the country was among the epicenter of the coronavirus outbreak, and the death tolls in the country were high. The coronavirus increased Iran’s economic problems, having been faced with economic sanctions from the West earlier. In Senegal, schools were shutdown to limit the spread of COVID-19. The country was the first sub-Saharan African country to close down schools

due to coronavirus. In South Africa, the government directed all schools to close down in response to the coronavirus pandemic. This is in addition to the prohibition of social gatherings of more than 100 people. New cases were reported in the country and campaigns for behavioral changes were carried out to reduce the spread of the disease.

In Germany, schools were shutdown in response to the spread of coronavirus. The death rate due to coronavirus was reported to be low compared to their neighbours. The country also earmarked more than 800 billion dollars to fight the pandemic. In Russia, Schools were shutdown, and several other measures were taken to halt the pandemic. The death toll for coronavirus in Russia was reported to be low, but measures were put in place to contain the pandemic.

In Nigeria, the federal government ordered a total close down of all schools. The decision was largely applauded, and the National University Commission (NUC), a regulatory body for all universities in Nigeria also gave a follow-up directive to all universities in the country to shutdown. The government also suspended social gatherings, and workers were asked to work from home. An Italian who was reported to be the first case of coronavirus in Nigeria was successfully treated and discharged according to the government, but new cases emerged thereafter. Thus, the country needs to do more in terms of disaster preparedness and response. In Ghana, schools were shutdown to contain the spread of coronavirus disease. The government also released 100 million US dollars to enhance the fight against the pandemic. The country reacted proactively to contain the spread of the Virus. In Madagascar, the country has recorded zero COVID-19 death so far, and the country has claimed a breakthrough in Herbal medicine for COVID-19 treatment. However, the WHO issued warned that such claim has not been scientifically approved and cannot be recommended by the organization as cure for COVID-19.

It is important to note that while many countries were shutting down schools, some others like Singapore, Sweden, Brazil, and Australia kept their schools open as a kind of strategy to contain the contagion. The untimely closure of schools was good supportive measures to contain the spread of the disease, but it also had some adverse consequences on millions of students globally who were faced with multiple challenges in their education.

2.6 Impact of Coronavirus Pandemic on Education

The outbreak of Coronavirus negatively affected educational activities worldwide. The coronavirus pandemic affected educational systems worldwide, leading to the widespread closures of schools (Wikipedia, 2020b). It created serious disruptions in academic activities, as well as in career plans. As part of the global efforts to combat COVID-19, many countries across the world closed down schools in an attempt to contain the coronavirus pandemic. According to the United Nations Educational, Scientific and Cultural Organization (UNESCO) monitoring, over 100 countries implemented nationwide closures, impacting over half of the world’s student population (UNESCO, 2020a). Even Britain, where Prime Minister Boris Johnson - one of those who earlier opposed the move, later admitted that “closing down schools could place further downward pressure on the upward curve of the Coronavirus outbreak”(ABC News, 2020). Some of the countries that closed down schools due to COVID-19 include, Nigeria, Ghana, Senegal, South Africa, China, Kazakhstan, Ethiopia, Honduras, India, Japan, Iran, USA, France, Spain, Italy, North and South Korea, Lebanon, Vietnam, Thailand, Germany, and South Korea just to mention but a few. School closures carry high social, educational and economic costs, and the disruptions they cause touch people across communities, but their impact is particularly severe for disadvantaged persons and their families (UNESCO, 2020b).

The disruption caused by COVID-19 in the educational sector may last longer than expected if a more reliable solution for coronavirus is not found on time, and the spread of the disease continues. UNESCO Director-General, Andrey Azoulayals cited by VOA News (2020), warned that “the global scale and speed of the educational disruption due to coronavirus is unparalleled and, if prolonged, could threaten the right to education”. No doubts, unplanned school closures can cause severe problems for students, educators, parents and the society at large. It could negatively affect the academic interest and performance of students. If the students are not engaged productively, it could lead to idleness which might result in youth involvement in crimes, loss of interest in learning, and poor academic performance. The OsunState Centre for Disease Prevention and Control (CDC) also expressed concerns about the implications of school closures. According to the CDC, “longer closures may result in more students congregating outside of schools. Quentin (2014), states that school closing is very controversial, and it

can have spillover effects on a large number of students in receiving schools. It can affect the quality of teaching and learning and academic achievement particularly for students with special needs or those with learning difficulties that often requires more physical attention and guidance from the teachers. Though, technology can be used to remedy some of the fallouts from school closures, but it cannot replace the important effect of face-to-face interactions by students and teachers. Besides, many students do not have the necessary access to supportive technologies which makes it harder to maximize the potentials of learning technology during school closures.

However, against all odds, mathematical model and empirical analysis of reactive closures of schools in past pandemics indicates that it reduces the total number of cases in the community by 25 percent and postpones the peak of the pandemic by a week or two, while proactive closures of school during pandemics remains one of the most beneficial interventions that can be employed to mitigate the impact of epidemic disease (Erika and Nicholas, 2020).

2.5 Effects of Coronavirus School Closures

School closure means the closing down of schools as a result of the pandemic, emergencies, labour strikes, disasters or deliberate efforts to reposition a school or curb crimes in a given campus or environment. This means that school closures are not only for emergencies or pandemics, but also a deliberate way of addressing some identified gaps in a given school. For instance, in Nigeria, the government or school authorities often shutdown schools to address security issues such as cultism, terrorism or violent protests on the campus. Gewertz (2009) cited in Ben, Mathew, and Kristen (2010) reported that “Obama’s administration endorsed closure as part of an array of strategies to turn around 5,000 failing schools in the United States during his regime. Even though, school closures sometimes may be for good reasons, but the recent school closures for Coronavirus is detrimental to many educational systems across the world. As of 23 March, 2020, over 1.3 billion learners were out of school due to school closures in response to COVID-19 (Wikipedia, 2020b).

According to Erika and Nicholas (2020), school closures can either be reactive or proactive. Erika and Nicholas further stated that reactive closing schools occur upon the discovery of coronavirus case among the students, staff or parents. While proactive school closure occurs before the disease even reaches the doors of the school. Madeline (2020) opined that school closures due to coronavirus has posed new problems like how to make the transition to online and at-home learning, and how to cater for those who rely on school for food and housing security. School closures for coronavirus tends to increase pressures on students, teachers and parents especially those with limited digital skills, education and resources for continued education. It increases the burden on parents to not only struggle to provide for the home, but also to perform the supervision task of ensuring that their children learn from home. Unparalleled school closures increases the pressure on hospitals because they have to cater for as many health situations as possible that ordinarily could have been attended to by school health centers.

Coronavirus school closures could increases student debt, extend the graduation time of students, and shatter the academic dreams of students, as well as programme schedules of educational institutions. Protracted school closures may result to increase rate of dropouts due to loss of interest and lack of resources to continue. If not well managed, school closures can also increase the rate of crimes, because prolonged school closures can lead to idleness which contributes to negative peer influences and youth involvement in crimes. Education jobs were also affected; many workers risks pay cuts or even disengagement from work during unscheduled school closures.

According to UNESCO (2020b), some of the harmful effects of school closures for coronavirus are as follows:

1. Interrupted learning: School provides essential learning and when they are closed, students are deprived of opportunities for growth and development.

2. Nutrition: Many youngsters rely on free or discounted meals provided at schools for food and healthy nutrition. This is compromised as a result of school closures for coronavirus.

3. Unequal Access to digital learning portals: lack of access to technology or good internet connectivity for continued learning during school closures.

4. Increased pressure on schools and school system that remain open; Localized school closures place burdens on schools as parents tend redirect their children to open schools.

5. Social Isolation: Considering the fact that educational institutions are hubs for social activity and human interactions, school closures can deprive youth and children of some social communications and socializations that are essential to learning, development and creativity.

Research activities were negatively affected because school closures and lockdowns limit researchers’ ability to conduct researches particularly in situations whereby face-to-face interactions with students and teachers are required or access to school facilities or research laboratories were denied. School driven innovations and research are also affected during school closures.

Erika and Nicholas (2020) suggested that closing schools are not the only option to mitigate coronavirus. They advocated for authorities to give parents some flexibility to choose what is best for their families, while implementing stronger mitigation measures. However, in contrast to Erika and Nicholas’s position, the president of the New South Wales Teachers Federation opposed the opening of schools during the outbreak of coronavirus.

He believed that “the design of their schools and the size of the classrooms makes it impossible” to implement social distancing in schools (Michael, 2020). To mitigate the effects that accompanied the closures of schools, educators and learners had to rely on use of technological tools and platforms to ensure continued education.

Consequently, it is important to admit in the present study that despite the perceived challenges imposed by school closures for coronavirus, the option remains one of the most effective measures to halt the spread of the pandemics.

2.6 Technological Therapy for Coronavirus School Closures

The unplanned closure of schools for COVID-19 came with obvious implications on the education industry globally even though; the decision to close schools appears to be right considering the need to contain the Coronavirus pandemic. The fortuitous closure of schools worldwide revalidated the need for adoption and deployment of cutting edge technologies in education. The outbreak of COVID-19 increased the global demand for online education. Technology has the potential to facilitate education from any location including home. Thus, as the world struggles to contain COVID-19 or any future outbreaks, the use of educational technology platforms would become the new reality for educational institutions, educators and learners. Technology is integral to student-teacher connection and communication especially in moments of isolations, quarantines, and lockdowns as a result of health crises and other emergencies. Technology is an essential tool to offer educational, psychological, spiritual, and medical advice or supports to parents, educators and students during and after pandemics. Technology aid report of cases, testing and social distancing which are critical to mitigate the spread of COVID-19. In some climes, robots and drones were also used to deliver goods to reduce human interactions.

Staying at home all day could be very challenging for students especially the digital mmillenials who are very mobile and inquisitive in nature. Therefore, with the aid of technology, learners and educators can be productively and educationally engaged to reduce the boredoms that could push them become Covidiots during lockdowns for pandemics.

Educational institutions that have inculcated the use of emerging technologies in their systems before the outbreak of COVID-19 had a comparative advantage over those who were yet to embrace technology in their operations. Teachers were required to teach remotely and students needed adjustments to the new teaching and learning techniques. The transition to online education posed a challenge to learners in countries where there were no relevant infrastructures and facilities that facilitate online education. The problem of the digital divide was also a big issue particularly for learners in rural areas. This is because students and teachers in rural areas often lack the needed facilities and expertise to implement remote teaching and learning. While many lacks the required digital skills to implement online education. Technology remains a therapy to bridge the educational gaps that often emanates from unscheduled closure of schools during pandemics.

2.7 Concept of Online Teaching, Learning and Operational Efficiency

Technology is a key component of education in the 21st century. The increasing use of technology in education has modified teachers’ methods from the traditional approach that often place them as dispensers of knowledge to a more flexible approach where they act more as facilitators, mentors and motivators to inspire students to participate and learn (Onyema & Deborah, 2019). Technology facilitates Remote learning, Distance learning,Virtual learning, Blended learning, Mobile learning, Distributed learning, Machine learning, Ubiquitous learning, Deep learning, Cooperative and Collaborative learning. Most aspect of education is going digital, and education stakeholders including students are confronted with the challenge of transition to online education. The use of appropriate educational technologies increases accessibility to learning resources such as Massive Open

Online Courses (MOOCs), and multiple learning approaches to meet the need of diverse learners (Onyema et al., 2019).

Online education is a general concept for teaching and learning online with the aid of technology tools and platforms. The success of online education depend on factors including, good internet connections, learning software, digital skills, availability and access to technology. Online education platforms are vital tools that support inclusive education and online learning. Online education has its roots in distance education and the emergence of digital technologies that facilitate the efficient and reliable delivery of lectures, virtual classroom sessions and other instructional materials and activities via the internet (Onlineeducation.com, 2020). With the high penetration of the internet and mobile technologies across the globe, online education platforms can be maximized to bridge the gaps in education, thereby reducing the rate of global illiteracy. There are broad ranges of online education tools/platforms that facilitate online education particularly in times of outbreaks like the Coronavirus pandemic.

Some of these technology tools/platforms are listed below:

1. GoToMeeting.com

2. Skype.com

3. Google Classroom/Open Online education (edu.google.com)

4. Youtube.com

5. Blackboard.com

6. udemy.com

7. coursera.org

8. memory.com

9. alison.com

10. edx.org

11. easyclass.com

12. vedamo.com

13. Khanacademy.org

14. TED-Ed (ed.ted.com)

15. Codeacademy.com

16. Stanford Online (Online.stanford.edu)

17. futurelearn.com

18. rcampus.com

19. learnopia.com

20. Peer 2 Peer University ( p2pu.org)

21. Teachers pay Teachers (teacherspayteachers.com)

22. Thinkific (thinkific.com)

23. MOOC.org

24. openculture.com

25. academicearth.org

26. itunesU Free courses (apps.apple.com)

27. lessonpaths.com

28. memrise.com

29. funbrain.com (for kids)

30. whyville.net (for teens)

31. Edmodo (edmodo.com)

32. schoology (schoology.com)

33. classdojo (classdojo.com)

34. google hangouts (hangouts.google.com)

35. Zoom (zoom.us)

36. Whatsapp.com

The use of educational technologies facilitates online education, student-teacher interactions, connection and relationships. It enhances teaching and learning experiences, content creation, course sharing, assessments, and feedback. Educators can reach and interact with their students on the go from any location, and lectures can be fixed at any time of convenience. Educators and students can optimize these technologies to supplement classroom teachings, and to improve their digital skills in line with emerging trends in education. More so, knowledge of technology increases educators’ and students’ interest, competence, confidence, creativity, employability and output, and also prepares them for the future.

2.8 Challenges of Teaching and Learning from Home

The Coronavirus outbreak has forced millions of students to study and learn from home. This is not a new phenomenon because the home has long been epicenters of learning particularly as regards informal education.

Learning from home is becoming a new normal for students. According to Education Task (2020), the majority of university students still prefer to study in the comfort of their own homes because the learners tend to have everything at their disposal without having to leave their chairs. However, the realities of receiving formal education from home could be very challenging to many educators, learners and parents especially those in developing countries where the accessibility, availability and use of technology in education are not widespread.

Apart from the cost of accessing online education, many other factors such as network issues, poor power supply, distractions, poor digital skills, inaccessibility and availability issues can also hinder smooth study from home.

There is also the problem of time to learn new technologies that might be required to learn from home, and noises that emanate internally or externally from neigbours and neigbourhood. Because unequal access to technology is another serious concern for many countries, prolonged school closures could deprive millions of students’ access to education particularly those in third world countries, rural areas, and people with special needs. UNESCO understood these challenges, and efforts were made by them to help educators and students in the affected countries to teach and learn online from their homes through the provision of free software that facilitates remote education.

Catherine (2020), reported that UNESCO assembled an online guide with links to distance learning apps and other resources to mitigate the effects of school closures for Coronavirus. Students were expected to optimize the Coronavirus mandatory school closures to improve their digital learning skills and home study habits. The challenges imposed by Coronavirus could be transformed into an opportunity by learners to advance their problem solving skills and digital capabilities.

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This chapter focuses on research methodology which is concerned with the measures put in place and the method used to conduct the research on topic; impact of coronavirus pandemic on operational efficiency of Biology teachers in secondary schools in Ede North Local Government Area Osun State. This chapter explains further the research design, target population, sample and sampling techniques, research instrument, administration of the instrument and method of data analysis. It also describes how information is sourced for in the course of the research study.

3.2 Research Design

A research design is known as a fundamental plan for a specific research study, which affect over all decisions taken regarding the collection of data before the data are collected. The research design to be used for this study is the descriptive survey research design in which no variable was manipulated or controlled. It involved the use of instrument such as questionnaires in order to elicit information from the respondents.

3.3 Sample and Sampling Techniques

The concept sampling is explained as a representative of the population, which possesses the same or similar features with the member of the entire population. The sample for this study comprises of selected schools Biology teachers in selected senior secondary schools in Ede North Local Government Area, Osun State. Simple random sampling technique will be used to select the participants.

Twenty (20) respondents will be selected from the ten selected senior secondary schools in Ede North Local Government Area, Osun State.

3.4 Target Population

Target population connotes all the member of a real or hypothetical set of people, event of objects to which we wish to generalize the result of our research. A population is a set of all members of elements processing one or more attributes of interest. It means that all members of population possess similar characteristics. The target population for this study will be selected schools Biology teachers in selected senior secondary schools in Ede North Local Government Area, Osun State.

3.5 Data Collection

The researcher will visit the research location with the well prepared instrument (questionnaires) and other materials, to meet with the respondents. After the completion of this process, the researcher will gather the filled questionnaires for further study and analysis. Essential and useful information for this research work were gathered from two main sources, primary and secondary data sources.

Primary Sources: Include questionnaires, which were structures to enable the researcher subject the data to statistical testing technically. All respondents were encouraged to complete the questionnaire appropriately.

The researcher will visit the selected senior secondary schools after taken permission from the Head of the schools. The questionnaire will be distributed to the teachers and be retrieve back immediately for further processing.

3.6 Research Instrument

Research instrument is explained as the measuring device that can be used to assess the effect of treatment on the dependent variable. The instrument that is employed for this study is the “Questionnaire’ which consists of a list of questions/statements relating to the objectives of the study and the hypotheses to be verified, and to which the respondent are required to respond to as appropriate. The mode of questionnaire adopted in this study is a structured questionnaire which is simple and easy for the respondent to fill out. It is divided into two sections, A and B. Section A contains personal data and general information of the respondents, while section B contains the list of the items or questions to be responded to. The questionnaire is rated in four (4) like it scale, and it contains twenty – two (22) questions altogether.

3.7 Research Procedure

After the investigation and visitation of the researcher to the selected schools; 20 questionnaires will be given or distributed to the respondents. Twenty respondents will be picked at random and questionnaires will be administered to them.

Data collected and gathered from the questionnaires will be analyzed, summarized, and interpreted accordingly with the aid of descriptive and inferential statistical techniques.

3.8 Validity of the Instrument

Validity of an instrument is referred to as the decree to which the instrument actually measures what it purports to measure. The content validity of the questionnaire was established through the researcher's supervisor's comments.

3.9 Method of Data Analysis

Data was collected, edited and coded; in the analysis both the descriptive and influential statistics will be used. The statistical package for social sciences (SPSS) software will be used to analyze the data gotten from the field. The descriptive method included frequency and simple percentage, while the inferential statistics will be Chi-Square.

CHAPTER FOUR

Presentation, Analysis and Interpretation of Data

4.1 Introduction

This part of the research study deals with the analysis of the data collected during the field survey on an assessment of job motivation and work stress on operational efficiency of Chemistry teachers in senior secondary schools in Ile-Ife, Osun State.

4.2 Data Analysis

The analysis of the data collected is presented in Tables 1-6 showing the analysis in categories to which the responses were divided.

SECTION A

Table 1: Distribution of respondents by Gender

Gender	Frequency	Percentage %
Male	08	40%
Female	12	60%
Total	20	100

Table 1 affirms that female staff (Biology teachers) are a bit more predominant in the schools used for the study, they have the highest frequency of 12 and a percentage of 60%.

While the male have a 08 count in frequency with a percentage of 40%

Table 2: Age of the Respondents

Age of Teachers	Frequency	Percentage %
21 – 30	5	25%
31 - 40	10	50%
41 - 50	3	15%
50 and above	2	10%
Total	20	100

Table 2 shows that majority of the respondents fall within the age range 31 – 40, respectively, having the highest percentage 50% for the age class.

Table 3: Marital Status

Marital Status	Frequency	Percentage %
Single	3	15%
Married	15	75%
Widow	1	5%
Divorce	1	5%
Total	20	100

Table 3 indicates that 15% of the respondents are singles, 75% are married, 5% is widow, while 5% also is divorced.

Table 4: Highest Academic Qualification

Qualification	Frequency	Percentage %
NCE/Equivalent	13	65%
Bsc/B.Ed/HND	5	25%
P.G.D.E	2	10%
M.Sc/M.Ed	0	0%
Total	20	100

Table 4 affirms that most (65%) of the staff in the sample school possessed Nigeria certificate in Education (N.C.E) 25% possessed B.Sc/HND, 10% had P.G.D.E certificate while 0% possessed M.Sc./M.Ed. certificate.

Table 5: Teaching Experience

Teaching Experience	Frequency	Percentage %
Less than 5 years	3	15%
5-10 years	10	50%
11-20 years	5	25%
21-30 years	2	10%
Total	20	100

Table 5 shows that 15% out of the hundred staff fall within the range of less than 5 years of teaching experience, 50% of them are in the range of 5-10 years. Also 25% fall within the range of 11-20 years, while 10% fall within the range of 21-30. This result shows that the staff have enough working experience.

Table 6: Do you consider coronavirus pandemic as influencing factor on teacher’s operational efficiency?

Gender	Frequency	Percentage %
Yes	15	75%
No	5	25%
Total	20	100

Table 7 indicates that majority of the respondents 75% agreed that coronavirus have influencing factor on teacher’s operational efficiency. While 25% reacted otherwise.

SECTION B ANALYSIS

Reponses Code Point

Strongly Agreed SA 4

Agreed A 3

Disagreed D 2

Strongly Disagreed SD 1

Likert scale formula:

WAP =

WAP= Average Weighted Point

TW= Total Weight

TR= Total Responses

Table 4.8

S/N	ITEMS	SA	A	D	SD	TR	TW	WAP
8.	Biology teacher’s classroom performance may be affected based on his/her level of operational efficiency.	5	12	1	1	20	59	3.01
9.	Impact of coronavirus pandemic can influence teacher’s performance and operational efficiency negatively.	6	10	1	3	20	58	2.9
10.	Teaching as a job does not give room for rest, hence affect operational efficiency.	15	4	1	-	20	65	3.25
11.	Insufficient teaching facilities are observed in schools due to corona virus pandemic.	10	7	2	1	20	64	3.20
12.	Not having access to appropriate teaching aids may cause work stress for a teacher.	8	10	1	1	20	68	3.40
13.	Job motivation at work can significantly influence operational efficiency of Chemistry teachers in class.	10	9	1	0	20	68	3.40
14.	Corona virus pandemic may influence Biology teacher’s mode of teaching.	13	5	1	1	20	69	3.45
15.	Teacher’s low performance in class can result to low operational efficiency.	7	11	1	1	20	63	3.15
16.	Functional operational efficiency is needed in teaching for better output.	5	12	2	1	20	59	2.95
17.	There is significant relationship between coronavirus pandemic and Biology teacher’s low operational efficiency.	10	7	2	1	20	64	3.20
18.	Curtailing the spread of coronavirus pandemic can promote effective teaching and operational efficiency among Biology teachers.	10	5	3	2	20	60	3.00
19.	Health status of Biology teachers can determine level of operational efficiency.	11	8	1	0	20	69	3.45
20.	Without adequate control of spread of corona virus pandemic, there may be no positive operational efficiency in teaching profession.	10	10	-	-	20	70	3.50

Discussion

8. Table 4.8.8 simply affirms that majority of the teachers (90%) support that Biology teacher’s classroom performance may be affected based on his/her level of operational efficiency.

9. The table connotes that (67%) of the respondents agreed that impact of coronavirus pandemic can influence teacher’s performance and operational efficiency negatively.

10. The table shows that teaching as a job does not give room for rest, hence affect operational efficiency. 95% of the respondents agreed to that.

11. The table indicates that majority (87%) of the respondents attest that insufficient teaching facilities are observed in schools due to corona virus pandemic.

12. The table shows that 88% of the respondents agreed that not having access to appropriate teaching aids may cause work stress for a teacher.

13. The table explains that most of the respondents (82%) agreed that observing COVID 19 protocol at work can significantly influence operational efficiency of Biology teachers in class.

14. The table simply indicates that Corona virus pandemic may influence Biology teacher’s mode of teaching. 90% out of the respondents agreed to the statement.

15. The table connotes that Teacher’s low performance in class can result to low operational efficiency.

16. The table simply shows that functional operational efficiency is needed in teaching for better output.

17. The table simply affirms that there is significant relationship between coronavirus pandemic and Biology teacher’s low operational efficiency.

18. The table indicates that curtailing the spread of coronavirus pandemic can promote effective teaching and operational efficiency among Biology teachers.

19. The table explains that the health status of Biology teachers can determine level of operational efficiency.

20. The table connotes that majority of the respondents agreed that without adequate control of spread of corona virus pandemic, there may be no positive operational efficiency in teaching profession.

4.3 Testing of Hypotheses and Interpretation of Results:

Two hypotheses were formulated for the study and tested at 0.05 significant level:

The following are the hypothesis formulated for the study.

(i) Coronavirus pandemic cannot significantly influence performance and operational efficiency of Biology teachers in senior secondary schools.

(ii) There is no significant relationship between coronavirus pandemic and operational efficiency of Biology teachers in senior secondary schools.

4.3.1 Hypothesis I

From the result from table 4.8.10, it can be observed that a high number of the respondents approved that impact of coronavirus pandemic can influence teacher’s performance and operational efficiency negatively. The result shows that nineteen out of the respondents for the study, representing about 95% agreed to that, while just 5% disagreed; therefore the hypotheses will be tested.

Ho: Coronavirus pandemic cannot significantly influence performance and operational efficiency of Biology teachers in senior secondary schools.

Hi: Coronavirus pandemic can significantly influence performance and operational efficiency of Biology teachers in senior secondary schools.

Table 4.3.1

Impact of coronavirus pandemic can influence teacher’s performance and operational efficiency negatively.

Code

Observed N

Expected N

Residual

Total

5.00

10.00

-1.00

- 4.00

5.00

Test Statistics

Impact of coronavirus pandemic can influence teacher’s performance and operational efficiency negatively..

Chi- Square

Asymp.

Sig.

28.25^a

.000

The Calculated Chi-square is therefore 28.25

At 5% level of significance, with the degree of freedom 3, the critical table of the Chi-square, X2 at 0.05 = 7.815.

Statement of Statistical Decision

Since the computed value 28.25 is greater than the table value 7.815, it is therefore clear that the null hypotheses Ho does not hold, rather the alternative hypothesis Hi will be accepted. This implies that coronavirus pandemic can significantly influence performance and operational efficiency of Biology teachers in senior secondary schools.

4.3.2 Hypothesis II

From the result from table 4.8.15, it can be observed that a high number of the respondents approved that there is significant relationship between coronavirus pandemic and Biology teacher’s low operational efficiency. The result shows that eighteen out of the respondents for the study, representing about 90% agreed to that, while just 10% disagreed; therefore the hypotheses will be tested.

Ho: There is no significant relationship between coronavirus pandemic and operational efficiency of Biology teachers in senior secondary schools.

Hi: There is significant relationship between coronavirus pandemic and operational efficiency of Biology teachers in senior secondary schools.

Table 4.3.1

There is significant relationship between coronavirus pandemic and Biology teacher’s low operational efficiency.

Code

Observed N

Expected N

Residual

Total

5.00

2.00

6.00

- 4.00

Test Statistics

There is significant relationship between coronavirus pandemic and Biology teacher’s low operational efficiency.

Chi- Square

Asymp.

Sig.

14.40^a

.000

The Calculated Chi-square is therefore 14.40

At 5% level of significance, with the degree of freedom 3, the critical table of the Chi-square, X2 at 0.05 = 7.815.

Statement of Statistical Decision

Since the computed value 14.40 is greater than the table value 7.815, it is therefore clear that the null hypotheses Ho does not hold, rather the alternative hypothesis Hi will be accepted. This implies that there is significant relationship between coronavirus pandemic and operational efficiency of Biology teachers in senior secondary schools.

CHAPTER FIVE

Summary, Conclusion and Recommendation

5.1 Summary

The influence of coronavirus pandemic on operational efficiency of the teachers must be properly handled in order to help teachers work effectively to fulfill all the required obligations of the teaching job. Creating enabling conditions and environment for teacher’s to function will significantly change the attitude of the teachers and the way they handle their career development and teaching process.

This research study was carried out to investigate the impact of coronavirus pandemic on operational efficiency of Biology teachers in secondary schools in Ede North Local Government Area Osun State. Nigeria. The research project was divided into five (5) chapters that is chapter one to chapter five. Chapter one consists of the background to the problem, statement of the problem, scope of the study, significance of the study and also in chapter one some relevant hypothesis and research questions were formulated. Chapter two is solely based on the review of relevant literatures of the study on different headings from different authors that are related to the research study. Chapter three of this project was mainly for the research methodology which consists of the research design, population, sample and sampling techniques, the research instrument administration used and method of data analysis.

Chapter four was devoted to data analysis, result findings, discussion on the findings, discussion on the findings, and lastly chapter is mainly for summary, conclusion and recommendations which were based on all the findings and result gathered throughout the research period were also made. References and appendix were also included.

5.2 Conclusion

Conducive environment and availability of adequate instructional materials are the things that make teachings efficient and effective and there must be a conscious and well planned activities because of its intended direct and indirect benefit to the individual, school and the students; in order to boost the quality of education both in and outside the classroom. It is one of the major ways teachers show their commitment as change agents to the moral purposes of teaching.

The spread of coronavirus pandemic has direct impact on teacher’s job performance, effectiveness and their operational efficiency; and this is observed from all the Biology teachers approach in all the schools used for this study. Therefore there is a need for the stakeholders in charge of educational affairs especially at senior secondary school levels and health sector to embrace and see to an effective ways of curbing the spread of coronavirus pandemic in order to help teachers for better performance and result.

It is obvious that there are lots of factors that can militate against the operational efficiency of teachers in our educational sector. But if properly handled, it will go a long way in supporting their effort for better output.

5.3 Recommendation

Based on the findings of this research study, the following recommendations are put in place.

· Senior secondary schools teachers in Osun State and other states in Nigeria should be adequately educated about the significant of teacher’s operational efficiency.

· Effective means of handling the spread of coronavirus in our educational sector should be well established among senior secondary schools teachers across the nation.

· Government should provide enough funds in order to control, manage and cater for the protection and treatment of coronavirus pandemic among teachers in our schools.

· Curriculum should be made flexible for all teachers and other relevant individuals in all established schools so that it will be easier for them to manage situation like that of coronavirus pandemic.

· Proper awareness should be created by school heads, authority and government agents on how teachers should go about protecting themselves from coronavirus pandemic and still work efficiently and effectively.

· Orientation programmes should be organized for the teachers on how to handle any disease pandemic and operational efficiency.

· Teachers especially at senior secondary school levels should be encouraged and advised by the government on the significance of proper handling of operational work efficiency.

5.3 Suggestion for Further Study

Based on the conclusion of this study, the following points were suggested for further study:

§ More research should be carried out on impact of other health issues on teachers operational work efficiency.

§ This form of research study should be extended to other sector and level of education; that is primary, junior secondary schools and tertiary institutions.

§ Research should also be carried out on several factors (incentives, teaching aids etc.) affecting operational efficiency.

REFERENCES

Adetayo JO (2008). Teachers Assessment of the availability and use of instructional materials for the teaching of vocational subjects: A Journal of SER. 10, (1),

Adeyemo, (2010). Teaching / learning physics in Nigerian secondary school: The curriculum transformation, issues, problems and prospects. International Journal of Education Research and Technology, 1(1):99-111

Bangbade, l. (2004). Effects of student teachers’ coping behaviour. British Journal of Educational Psychology, 70, 33-52.

Agbatogun, A. O. (2010). Teachers’ Management of Stress Using Information and Electronic Technologies. 6

Akbar, A. (2011). Faculty Stress at Higher Education: A Study on the Business Schools of Pakistan. World Academy of Science, Engineering and Technology, 1082

Boissiere, M., Knight, J.B. and Sabot, R.H., (2005). “Earnings, Schooling, Ability and Cognitive Skills.” American Economic Review 75(5):1016-30

Catherine, M. (2020) Challenges Impose by Coronavirus Pandemic. UNESCO Bulleting. 11 - 17

Centre for Disease Control (2019) Novel Coronavirus. Wuhan, China. Report. 17

Clark, A., Kjørholt, A T, and Moss, P. (eds) (2005) Beyond Listening: Children’s Perspectives on Early Childhood Services. Cambridge: Polity.

Chan, D. W. (1998). Stress, coping strategies, and psychological distress among secondary school teachers in Hong Kong. American Educational Research Journal, 35(1), 145‐163

Chaudhry, A. Q. (2012). An Analysis of Relationship between Occupational Stress and. Bulletin of Education and Research, 13. Darmody, M. (n.d.). A Report Compiled by the ESRI on Behalf of The Teaching Council. 11

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd edition). Hillsdale, NJ: Erlbaum

David, J. Cennimo (2021) What is COVID – 19? Michael Stuart Bronze. Med. Scape. Pg. 1 - 2

Derogatis, L. R. (1987). The Derogatis stress profile (DSP): Quantification of psychological stress. Adv. Psychosom. Med., 17, 30-54

Gallegos, A. (2020) Public Health Emergency for Novel Coronavirus. Med. Scape. Medical News. 924596

Ramzy, A. M. (2020) Global Emergency as Wuhan Coronavirus Spread. The New York Times. 15 -21

World Health Organization (2020) Infection, Prevention and Control of COVID – 19. Bulleting Publication. Pg. 4 -17

APPENDICES

NATIONAL TEACHERS’ INSTITUTE, KADUNA

POST GRADUATE DIPLOMA IN EDUCATION

Dear Respondent,

QUESTIONNAIRE FOR RESEARCH PROJECT

This research instrument is designed to elicit information on the research topic titled; “the impact of coronavirus pandemic on operational efficiency of Biology teachers in secondary schools in Ede North Local Government Area Osun State.”

You are kindly requested to assist the researcher by supplying the required information. Your personal identity will not be divulged to anyone else. Thank you for your co-operation.

Yours faithfully,

ADENIRAN, Sikiru M.

Section A: Demographic Characteristics

Read the questions below and tick (√) the appropriate responses

1. Sex: Male ( ) Female ( )

2. Age: 21 -30 ( ) 31-40years ( ) 41-50 years ( ) 50 and above ( )

3. Marital status: (i) Single ( ) (ii) Married ( ) (iii) widow ( ) (iv) Divorce ( )

4. Teaching experience: Less than 5 years ( ) 5-10years ( ) 11-20 years ( ) 21-30years ( )

5. Highest academic qualification: M. Ed ( ) PGDE ( ) B. Sc. (Ed) NCE ( )

6. Do you consider coronavirus pandemic as influencing factor on teacher’s operational efficiency? (a) Yes ( ) (b) No ( )

Section B:

Note: Please read each of the statements carefully and tick (√) against any of the following options: SA = Strongly Agreed, A = Agreed, D = Disagreed, SD = Strongly Disagreed.

S/N	Items	SA	A	D	SD
8.	Biology teacher’s classroom performance may be affected based on his/her level of operational efficiency.
9.	Impact of coronavirus pandemic can influence teacher’s performance and operational efficiency negatively.
10.	Teaching as a job does not give room for rest, hence affect operational efficiency.
11.	Insufficient teaching facilities are observed in schools due to corona virus pandemic.
12.	Not having access to appropriate teaching aids may cause work stress for a teacher.
13.	Observing COVID 19 protocol at work can significantly influence operational efficiency of Biology teachers in class.
14.	Corona virus pandemic may influence Biology teacher’s mode of teaching.
15.	Teacher’s low performance in class can result to low operational efficiency.
16.	Functional operational efficiency is needed in teaching for better output.
17.	There is significant relationship between coronavirus pandemic and Biology teacher’s low operational efficiency.
18.	Curtailing the spread of coronavirus pandemic can promote effective teaching and operational efficiency among Biology teachers.
19.	Health status of Biology teachers can determine level of operational efficiency.
20.	Without adequate control of spread of corona virus pandemic, there may be no positive operational efficiency in teaching profession.

ALCHOWDHRY

Pages

Wednesday, 12 June 2024

IMPACT OF CORONAVIRUS PANDEMIC ON OPERATIONAL EFFICIENCYOF BIOLOGY TEACHERS IN SECONDARY SCHOOLS

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