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Innovations in Virtual Learning for Nigerian Education Post-COVID-19

A case study of four selected schools in Abakaliki, Nigeria.

An Applied Research Proposal Presented

In Partial Fulfilment of The Requirements for The Degree

Master Of Education

University Of the People

Instructor: Dr. Melissa LaDuke

September 25, 2023

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Purpose of the Study

The study aims to investigate and document the transformative changes and innovative

practices that have emerged in Nigerian education using the selected schools in Abakaliki as a

case study. This research aims to comprehensively assess how the experiences and challenges

encountered during the pandemic have influenced the adoption and integration of virtual learning

technologies and pedagogical approaches within the Nigerian educational landscape (UNESCO,

2021).

By examining the period following the pandemic, the study aims to identify innovations

that could enhance the quality of education and learning in Nigeria. In addition, the objective is

to provide students, educational policymakers, administrators, and educators with helpful

perspectives on optimal strategies and tactics that could be used to establish a more robust and

adaptable educational system. Lastly, the study aims to contribute to developing a roadmap for

the future of education in Nigeria, emphasizing the continued importance of technology-

enhanced learning.

Research questions

1. What innovations have emerged in Nigerian virtual education post-COVID-19?

2. How have these innovations impacted the quality of education in Nigeria?

3. How can the lessons from the Nigerian experience with post-COVID-19 virtual education

innovations be applied globally?

Study Population

The term "population" refers to the total number of people within a particular group or

geographic region. The researcher will employ individuals from four educational institutions

within Abakaliki town in Nigeria to examine the subject matter. The research will involve a
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sample number of ten teachers and forty pupils. The composition of the student body will consist

of an equal distribution of five male and five female students from each participating school. To

ensure gender parity in the results, the research will recruit five male and five female students

from each participating institution. The study's participants exhibit a range of cultural

backgrounds, encompassing varied academic aptitudes, linguistic variations, and a variety of

learning styles or orientations.

Population Justification

The selected population for this research consists of educators, students, parents, and

policymakers within the selected schools in Abakaliki, Nigeria. This population was chosen

because their experiences, perspectives, and roles directly influence the implementation and

effectiveness of virtual learning innovations. Their insights will provide a holistic understanding

of the challenges, successes, and opportunities associated with virtual learning in the post-

COVID-19 Nigerian education landscape, directly addressing the research questions by offering

diverse viewpoints and firsthand experiences.

Intervention

As part of the intervention, the study will introduce a customized virtual learning

platform tailored to Nigerian education's specific needs and challenges post-COVID-19. This

platform will incorporate interactive features, adaptive content, and real-time monitoring to

enhance engagement and effectiveness. Data collection will include assessing the platform's

impact on student performance, accessibility, and the overall virtual learning experience (Arias et

al.; K., 2018).

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Intervention Plan

A phased approach will be adopted over six months to implement the intervention plan to

introduce virtual learning innovations in Nigerian education post-COVID-19. Initially, teacher

training programs will be conducted among the selected schools, focusing on equipping

educators with the necessary skills and knowledge to use virtual learning tools and platforms

effectively. This training will include direct workshops, peer collaboration, and access to online

resources. Subsequently, virtual learning will be gradually integrated into the curriculum, starting

with pilot programs in selected schools and gradually expanding to cover a more comprehensive

student population. Continuous assessment and feedback loops will be established to ensure that

students gain proficiency in utilizing virtual learning and comprehend its broader educational

benefits (Onyeocha, 2019).

Sources of Data

Data for this research will be gathered from diverse sources. Firstly, qualitative data will

be obtained through interviews with educators, students, administrators, and policymakers in the

selected schools in Abakaliki. Additionally, focus group discussions involving students, parents,

and teachers will provide qualitative insights. Secondly, quantitative data will be derived from

surveys administered to students and educators across the selected schools in Abakaliki, Nigeria,

yielding structured responses. Lastly, quantitative usage data from virtual learning platforms and

tools used in Nigeria will be analyzed to provide insights into the extent of adoption and

engagement.

Instrumentation

For this research, the primary instrumentation will include surveys and interviews. The

survey instrument will consist of 20-25 questions, a mix of closed-ended and Likert-scale
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questions, designed to assess the perceptions and experiences of students and educators

regarding virtual learning innovations in selected schools in Abakaliki, Nigeria. These questions

will cover aspects such as the effectiveness of specific innovations, accessibility to virtual

learning resources, challenges faced, and suggestions for improvement. The choice of surveys

was made because they allow for collecting quantitative data from a large and diverse sample,

providing statistical insights into the research questions. The Likert-scale questions will measure

respondents' attitudes and preferences towards virtual learning innovations, contributing to a

deeper understanding of their impact on selected schools (Lim et al., 2007).

In parallel, semi-structured interviews will be conducted with students, educators,

administrators, and policymakers, involving open-ended questions that explore their experiences

and perspectives on virtual learning. These interviews allow for qualitative data collection,

capturing nuanced insights into the challenges and successes of these innovations in the Nigerian

context (Onyeocha, M., 2019). The combination of surveys and interviews as instruments will

provide a holistic view of the research topic. Surveys offer quantifiable data to assess trends and

perceptions, while interviews delve into the context and depth of experiences, collectively aiding

in comprehensively addressing the research questions (Adebowale et al., 2017).

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References

Adebowale, O. M., et al. (2017). Virtual learning and COVID-19 in Nigeria: Issues, challenges,

And prospects. African Journal of Library, Archives, and Information Science, 31(1), 31-

40.

Arias, J. J., Swinton, T., & Anderson, K. (2018). Online vs. face-to-face: A comparison of

student Outcomes with random assignment. E-Journal of Business Education and

Scholarship of Teaching, 12(2), 1-23.

Lim, D. H., Morris, M. L., & Kupritz, V. W. (2007). Online vs. blended learning: Differences in

Instructional outcomes and learner satisfaction. Journal of Asynchronous Learning

Networks, 11(2), 27-42.

Onyeocha, M. (2019). Integrating Technology in the Classroom: A New Pedagogical

Framework. Routledge.

UNESCO. (2021). Education in a post-COVID-19 world: Nine ideas for public action.

UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000373406