School of Secondary Education (Technical),

 Federal College of Education (Technical), 

         P.M.B 11, Omoku, in Affiliation with 
                     University of Nigeria, Nsukka.

Dear Respondents, 
Request to take part in a research work

I am a final year student of Federal College of Education (Technical)

Omoku in affiliation with University of Nigeria, Nsukka. Department of
Business Education. 
You have been randomly selected to take part in a research work
titled; influence of COVID-19 pandemic in the academic performance of
Business Education students in Federal College of Education (Technical)
Omoku. Rivers state. (ICPAPBES).

The attached document is the structured questionnaire items; it is part

of my project requirements for the award of Bachelors of Science in Education
(B.Sc Ed).

In line with the above, as honest as you can, I kindly solicit that you
give your opinion in the statements provided as your opinion will be treated
with uttermost consideration and confidentiality.
Thanks, as I anticipate your co-operation. 

CHINEDU, HENRY
(Researcher)
SECTION A
Personal profile: please kindly respond to the questions below as it related
to you.
INFLUENCE OF COVID-19 PANDEMIC IN THE ACADEMIC
PERFORMANCE OF BUSINESS EDUCATION STUDENTS IN
FEDERAL COLLEGE OF EDUCATION (TECHNICAL)
OMOKU. RIVERS STATE. (ICPAPBES).
INSTRUCTION: You are kindly required to choose between Strongly
Agree (SA) Agree (A) Disagree (D) and Strongly Disagreed (SD) as
response to the questionnaire items. Tick (√) against the option that best
describes your opinion against the statements provided.

SECTION B
Specify your gender and level
Male: ( )
Female: ( )   
Level:  ( )
Marital status: Married ( ) Single ( ) Complicated ( )
Age range: 19-25 ( ) 26-31 ( ) 32-40 ( ) 41-50 ( )
Educational status: Graduate ( ) Undergraduate ( ) Employed ( )
Unemployed ( )
Department of Graduation:   ________________________
Year of Graduation: _______________________________
Do you own any business enterprise? Yes ( ) No ( )
S/N STATEMENTS RESPONSES
O
Parental socio-economic status, government SA A D S
funding and students’ interest in relation to D
teaching and learning in FCE(T) Omoku.
1 Parents do not have sufficient fund to acquire all
learning instruments needed by their
children/wards.
2 The school has not sufficient teaching materials to
assist the students from home.
3 Owing to poor power supply, students finds it
difficult to study from home mostly at night.
4 Students have great interests in learning, but they
get discouraged due to the lack of adequate
teaching and learning materials found in the
school.
5 Government should endeavour to make available
necessary leaning materials to enable students
develop good study habits for better national
development.
Teaching and learning better in classroom situation SA A D S
in comparison with online surfing. D
6 Teaching and learning in the classroom encourages
better learning experience than studying alone.
7 Classroom Teaching and learning breeds
interpersonal relationships as well as healthy co-
existence amongst learners.
8 Studying at home makes learning less interesting
since there is no interaction with anyone within.
9 Online surfing breeds poor study habits as learners
may tend to look up on other things on the
internet.
10 Online studying breed openness as learners have
access to many literatures at their disposal.
Technological advancement of Nigeria educational
system in relation to teaching and learning.
11 Business education department is equipped with
state of the art technological teaching and learning
materials for better assimilation.
12 The overall Nigerian educational system is
equipped with adequate learning materials that can
enhance learners study from home.
13 Nigerian educational policy encourages
technological involvement in teaching and learning
but its implementation is a problem in FCET
Omoku.
14 Good surfing network provision has been put in
 place for the benefit of students in online tutorials.
15 Technological facilities that enhances learning has
been put in place within the school environment.
Vocational and technical education skills viability SA A D S
during the pandemic in relation to formal education D
experience.
16 Vocational skills during the pandemic was more
viable than formal education skills.
17 Many workers gained formal education were
relieved of their duties due to lack of vocational
skills in them.
18 Vocational skills to an extent was not viable during
the pandemic as formal educational training was
more viable in comparison.
19 Government should focus more on students in
vocational education skills for national sustainability
and development.
20 Facilities like machine, tools and equipment should
be provided, instructors retrained for an adequate
skills acquisition amongst learners in business
education programme.