

































 
 

COVID 19 Pandemic: Challenges and Opportunities on 
Teaching and Learning in Nigeria 

 
 
 
 
 
 
 
 
 
 
 
 
 

Olufunke Oluwatoyin BORIS (Ph.D) 
Department of Science Education, Bamidle Olumilua University of Education, Science and 

Technology, Ikere Ekiti, Ekiti State, Nigeria. 
E-Mail: Funkeboris2016@Gmail.Com,  Phone Number: +2348135503457 

 

 

 

ABSTRACT: 

The Covid 19 Pandemic known as corona Virus is a health Crisis that was declared 
pandemic by the World Health Organization by early March, 2020. Covid-19 pandemic was 
reported to first arrived in Egypt on 14th February, 2020 involving a Chinese National. The 
first confirmed case in sub- Saharan Africa was reported to have been in Nigeria on 27th 
February, 2020, involving an Italian citizen. There was a continuous transmission in the 
country, spreading across the state become quote worrisome. On March 20th 2020, the 
Federal Government of Nigeria ordered the closure of educational institutions. There were 
challenges faced in teaching and learning during and after the lock down, which were 
discussed in this article, besides rural and urban dwellers in Nigeria definitely had different 
experiences of coping with the situation for instance disparity in learning factors and 
opportunity associated with uneven distribution of amenities affected one area than the other. 
Every challenge has opportunities, the article looked into the opportunities found in Covid-19 
pandemic one of which led to the driving force of education and teaching reform, building a 
new education and teaching mode. However, ability of many school to quickly spring-board 
into a digital teaching model most especially in the rural areas were discussed in this article, 
however if online teaching becomes part of daily teaching, it then means there will be a great 
reform in Colleges and Universities. Recommendations were suggested for future occurrence. 
Keywords: Covid-19, teaching, learning, urban, rural, teaching reform, learning reform. 
 
 
 
 
 

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mailto:funkeboris2016@gmail.com


 
 

Introduction 
Covid-19 pandemic emerged as global crisis. It is also known as corona virus 

pandemic. It is a new disease that spread from person to person through several different 
modes especially when people are in close range to one another, it can spread very easily 
with one infected person infecting between two, three and other people.  

The corona virus disease (Covid-19) caused by Corona Virus that manifest in various 
symptoms such as fever, breathing difficulty, sore throat, sneezing, dry or productive cough, 
general weakness, pain and other mild respiratory diseases in human WHO 2020. 

Corona virus disease 2019 (Covid 19) emerged at the end of December 2019 in 
Wuhan, China. In December 2019, some patients with pneumonia – like symptom of 
unknown origin were linked to a local Huanan South China Seafood market in Wuhan, Hubei 
province, China. In order to conduct an epidemiological investigation and to determine the 
etiological agent, the Chinese center for disease control and prevention (China CDC) The 
initial outbreak of covid-19 in Wuhan spread rapidly, affecting some other parts of China, the 
Wuhan government took in precedence steps and lock down the city on January 23, 2020 to 
lower the risk of further disease transmission  within few weeks, cases of Covid-19 had been 
detected in several other countries and soon became a global threat The virus had spread to 
193 countries and infected many people resulting in more death of so many people dispatched 
a team, team of its health authorities to respond to the outbreak. A closure notice was served 
to the market and a day after the market was shut down and fumigated (China CDC) 
however, no specific animal was linked to the outbreak. Adhikari et al (2020) reported that 
the spread of the virus throughout china during the Chinese new year was attributed to a high 
level of human movement among Chinese people during that festive period. 

Demographics of the pandemic seem to be associated with age, biological sex, and 
other underlying health conditions that may serve as catalyst to the corona Virus disease. 
Mclead (2020) by early March, 2020 (13) Covid-19 was declared pandemic (Public Health 
Emergency to international concern) by the World health Organization. Two months later 
212 countries and territories had been affected globally including Nigeria. As a result of 
community transmission on daily basis most of these countries have witnessed Plateau of the 
pandemic cases. 
 
Corona Virus Disease (Covid-19) Pandemic in Nigeria       

The index case of the corona virus disease (Covid-19) was reported in Nigeria. 
Table 1: Outbreak according to the world health organization in the affected countries from 
31 December to 7 May, 2020 between 6:00 and 10:00 cet. 
 
Continent Total 

number of 
cases 

Total 
number of 
death 

Seven countries 
reporting most cases 

Five countries 
reporting the most 
death 

African 51,239 2006 South African 7,808 Algeria           476 
   Egypt           7,580 Egypt             469 
   Morocco       5,408 Morocco         182  
   Algeria         4,997 South African  153 
   Nigeria         3,145 Cameron        108 
   Ghana          2,719 Nigeria           108 
   Cameroon     2,265  
    Source: ECDPC, Situation update Worldwide as of 7 May, 2020.  
 

In Nigeria, with 1.3 billion people (about 16% of the world population) the Covid-19 
pandemic was reported to first arrived in Egypt on 14th February 202 involving a Chinese 

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national and the first confirmed case in sub-Saharen Africa was reported to have been in 
Nigeria on 27th February 202, involving an Italian citizen. This is a clear indication of the 
continent contribution to the growing global evidence to understand the virus behaviour 
outside China. To cub the spread of the disease, the Nigerian government announced a travel 
ban on it 13 countries considered to be of high risk for Covid-19 with over 1000 confirmed 
cases on the 18th of March 2020. These countries include China, Italy, USA, Iran, Germany, 
Span, South Korea, Japan, UK, France, the Netherlands, Switzerland and Norway. Also the 
closure of land and sea and air borders was not effected until over three weeks of the 
recorded index case on the 27th of February to Nigeria coupled with intercity movement led 
to continuous transmission in the country spreading across the state became worrisome (40) 
most especially in cities like Abuja, Lagos etc. recent increase in the number of positive 
COVID-19 cases in Nigeria can be attributed to increase in the number of testing laboratories 
which rose from just 4 laboratories in February when the first index case was reported to 18 
laboraties as at May 9, 2020 effort as made to increase this  to all the 36 states of the 
Federation. 

As the community spread of the pandemic became a major concern in Nigeria, 
Nigeria government announced the total lockdown of three states Lagos, Ogun and the 
Federal Capital territory for 5 weeks between March 23rd and May 4, 2020. 

In order to continue to curb interstate transfer of the COVID -19 pandemic, the 
Nigeria governor’s forum announced interstate lockdown, As part of curbing the spread of 
the pandemic the government declare closure of primary, secondary schools and tertiary 
institutions and reduced number of individuals at different gatherings to not more than 50 
persons and later reduced to 20 to 10 persons. The gathering includes places of worships, 
open markets, clubs, gym, saloon, while civil servants on levels 1 to 15 specifically in Lagos 
State were asked to stay at home, other states follow such. However some palliatives that was 
put in place along the line for the less privilege was poorly coordinated and mismanaged. The 
revolts attracted by this situation led to the announcement of relaxation or ease of location by 
the Federal government from Monday the 4th of May. Before the announcement of the 
lockdown on the 30th of march, the country has only recorded 131 confirmed cases and 2 
deaths  as of the 4th of May 2020 when the lockdown was eased the number of confirmed 
cases has risen to 2558 with 87 deaths and by May 9 2020, the first case fatality was reported 
on the 23rd of March 2020 (43).  

As of 9 of May, Nigeria has recorded 4151 confirmed cases from 25, 951 sample 
tested, 745 (18%) recovered and discharged cases and 128 deaths revealing a case fatality 
rate (CFR) of 3% across 34 of 36 states including federal capital territory. The demographics 
of the corona virus disease in Nigeria as reported by NCDC revealed that of 4151 confirmed 
cases 2828 (68%) were male and 1323 (32%) were female subjects. The most affected Age 
group is between 31-40years (24%), total number of people of interest are 9305 within 9291 
(99.8% - exceeded follow up). The number of people with travel history – 210 (55), contacts 
– 947 (23%), without epidemiologic link- 2618 (63%), incomplete information – 376 (9%) 
(44). The 63% of the total confirmed cases without epidemiological link recorded is an 
indication of community spread of Covid-19 across the country. 

The Federal Ministry of Health and the Nigerian centre for disease control put in 
place some other identified measures immediate by government on Covid-19 which include, 
washing of hands with soap, use of alcohol base sanitize, no touch of nose, eyes and mouth 
with unwashed hands social distance use of face mask, physical distancing interstate, 
temperature checkup, No large gathering, restriction of interstate travel etc. 

Some of the factors that militated against the control of Covid-19 by the Nigerians are 
– unbelieve, deprived of freedom to worship, believe that Covid-19 is meant for the rich and 
not the poor, ignorance of transmission most especially in the rural areas, distrust of Nigerian 

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citizen towards government, money making for government,, there are isolation centres with 
no facilities and equipments, run away victims e.t.c all of these factors could not help the 
total control of the pandemic in Nigeria with all of these more than 94% of the worlds student 
population has been affected by closures of school (Primary, Secondary and tertiary: many 
measures of the government has led to changes in all aspects of lives and many factors have 
actually contributed significantly to education practices in Nigeria. Hence there was 
confusion and partial collapse of every sector in Nigeria. 

The learning theories of the traditional educational philosopher such as behaviorism 
construction and congitirism are considered as the foundation of teaching and learning. This 
theories do not applied directly to the 21st century learner. Hearing at 21st century has 
undergone profound changes due to the influence in mobile tools and new technologies we 
are in the age where theories, practice and real life experiments at a convergence are meeting 
the learners directly in the classroom (Entwistle et al , 2003). 

The success of online education depend on factors including good internet 
connections learning software, digital skills, availability and access to technology. 

Educators and students can optimize these technologies to supplement classroom 
teachings and to improve their digital skills in line with emerging trends on education. In 
addition knowledge of technology increases teachers and students interest, competence, 
confidence creativity etc. 
 
Statement of the Problem  

Teachers and students in our institution faced a different life during Covid-19 
pandemic, educational system was most at a collapse as a result of the pandemic, there was a 
total lockdown and so many other measures were put in place that restricted the Nigerian 
citizen from the normal life. This research was carried out to find out these challenges and 
opportunities in Covid-19 pandemic from the perspective of the teachers  and the students of 
our tertiary institutions. 
 
Research Questions 

(1) What are the challenges faced during covid-19 pandemic? 
(2) What are the opportunities encountered during the pandemic? 

 
 
Methodology 

The study adopted quantitative survey research design. Four university were used, 
two from Ekiti State, Nigeria and two from Ondo State.  25 respondents (teachers) each were 
also sampled. Data was collected using self- design questionnaire, validated by three senior 
colleagues. Data collected were analyzed using descriptive statistics. 
 
 
 
 
 
 
 
 
 
 
 
 

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Results and Discussion 
 
Research Question 1: What are the challenges faced during Covid-19 pandemic? 
 
Teacher’s Questionnaire 
S/N ITEM SA (%) A (%) SD (%) D (%) 
1 My school could not continue with 

face to face teaching 
98 
 

(0.0) 
   0 

  (0.0) 
     20 

    2 
  

2 Online teaching was introduced 70 (0.0) 
   0 

   (0.0) 
      99 

   10 

3 My school could not finish the 
syllabus 

  (0.0) 
   95 

(0.0) 
   5 

  

4 I have never done online teaching 
before the pandemic   

   (0.0)              
    80 

  ( 0.0)     
     15   

  ( 0.0) 
     5 

5 My digital skills has been enhanced    ( 0.0) 
   50 

  (0.0)           
    45   

    ( 0.0) 
    5   

6 I do not have tools to design quality 
online teaching 

  (0.0) 
   20 

   (0.0) 
    75 

  (0.0) 
    5 

7 I like online teaching    (0.0) 
   80 

     (0.0) 
      20 

8 I preferred face to face teaching     
9 Student teacher relationship    (0.0) 

     65 
(0.0) 
   15 

   (0.0) 
     20 

10 I like face to face and online 
teaching be combined 

 (0.0) 
   70 

(0.0) 
 15 

(0.0) 
   15 

11 Light is a problem to my use of 
internet 

    (0.0) 
      25 

 (0.0) 
  15 

12 Property are given to some subject 
then others during the pandemic 

    (0.0) 
      50 

  (0.0) 
     40 

(0.0) 
   10 

13 There is poor internet collection in 
my house 

  (0.0) 
   90 

(0.0) 
  10 

14 Student assessments were carried 
out online with trial and error. 

 (0.0) 
  70 

(0.0) 
  25 

(0.0) 
    5 

15 There is internet connection in my 
school 

   (20)  (80) 

 
Students Questionnaire 
S/N ITEM SA (%) A (%) SD (%) D (%) 
1 My parent supported my learning  

during the pandemic.  
(60) (10)  (30) 

2 I do not always have data (60) (15)  (35) 
3 I could not afford smart phones (45)  (50) (5) 
4 I do not have access to digital 

devices 
(33)   (67) 

5 There is poor internet collection in 
my house 

(10) (25)  (65) 

6 Online teaching don’t allow me to 
have interaction with my teachers 

(60)  (30) (10) 

7 I like online teaching (70) (5) (35)  

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8 I want face to face and online 
teaching be combined 

(80) (100  (10) 

9 Online learning had he help me to 
organize my work better 

(70)   (20) 

10 I am not familiar with operation of 
WhatsApp, facebook e.t.c. 

(20)  (80) (20) 

11 I prefer face to face teaching (40)   (60) 
12 I do not have electrical gadget in 

my house 
(5) (25) (70)  

13 Online teaching improves my 
critical thinking 

(50) (30)  (20) 

14 Independent learning was 
encouraged through online learning 

 (75)  (5)  (15) 

15 My digital skills has been enhanced (83)  (2) (15) 
 
 
Challenges to teaching and learning 

The outbreak of Covid-19 has caused a significant consequence on the education 
system of Nigeria and a great challenge social distancing, restrict of movement policies, has 
disturbed traditional education policies. Repouring of schools even after relaxation of 
restriction is another challenge with new standard of operation procedures in place. 
Accessibility to funds and food became limited and psychologically there was depression, 
anxiety about news of death been heard, also there was lack of self esteem among the 
students. Closure of schools, colleges and universities also coincides with a key assessment 
period and many exams were postponed or cancelled hence child progress could not be 
measured. Therefore students are among the most strongly affected by Covid-19 because of 
uncertainty regarding academic success, future carriers and social life, other psychological 
challenges faced by Nigeria students are decrease family income and even future 
employment, anxiety and a compromised willingness to learn, traumatized experience about 
news of death and the sudden change.   

On the part of the institutions, they were at a loss on how to proceed with teaching 
and learning as universities colleges and other institution in Nigeria use mainly the didactic 
lecturing model As the lockdown proposed, it became imperative to the institutions to set up 
e-learning media for continued instructions of students while some institutions came to a 
standstill and this has caused a loss of valuable time and a change in the calendar of the 
school year, most schools reported that what they ought to have finished during Covid-19 
period is what they are just starting to do. 

According to Luberman (2020) remote learning most often consisted of fully online 
instruction using video conferencing platforms such as zoom or goggle meets and learning 
management systems such as goggle classroom canvas or see saw to post assignment and 
video lectures. many teachers   (80%) had never taught online and had never used the 
platforms and systems necessary to teach online successful, Researchers outside Nigeria even 
conference this that remote learning presented many new challenges for teachers and 
presented unique challenges for different content areas of grade levels Herold (2020) and 
Mupinga (2005) and that remote instructions is not often used with younger students or to 
teach some topics Dammers (2012) Tallop (2019)  (45) of the teachers responded that they 
still lack the require knowledge, skills and tools to design quality online learning material. 
Apart from teachers embracing digital tools audio, video etc) teachers also demanded for 
training in the basic principles of how to effectively use these tools for students engagement 
and learning. This opinion is supported by Adeleye (2021) which recognizes the need for 

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technology in education particularly in time of emergencies. This is also in line with Onyema 
(2019) that integration of emerging technologies in education is no longer a choice but 
necessary for educators considering the changing learning environment demands for 
flexibility in methodology and the need to enhance creativity and innovations is learning.    

Face to face teaching though offers opportunities for students –teachers interaction 
that are difficult to replicate at a distance especially where there is inadequate training for 
distance education e-learning has really served to replicate face to face teaching with greater 
or lesser degree of efficacy, however some of the students and teacher (35%) advocate for 
face to face teaching while (65%) still advocate for digital learning and (90%) advocate for 
combination of the two, even though this entails some challenges. These challenges can 
affect various aspects of education, including the student teacher relationship that is so crucial 
for students success (25%) this in support of Adeyanju & Efunwole (2018) that said learning 
that is limited to the classrooms, student found it monotonous and boring. The further said 
that student growing up in this digital age have extensive exposure to a variety of media. 
Therefore it is difficult to educate this generation of young one using the traditional face to 
face mode so also in line with Adekomi (2019) who called for adoption and enhancement of 
new approaches to teaching and learning in schools of respondents under challenges said, 
asking student to set and watch videos, read document online through presentations is really 
dull and that the worst form of learning is to sit passively and listen without doing anything 
interesting. Adeleye (2021) confirm that technology can be used to remedy some of the 
fallots from schools closures but cannot replace the important effect of vitual interactions by 
students and teachers and many students do not have the necessary access to support 
technologies which makes it harder to maximize the potentials of learning technology during 
school closure.  

Teachers had little or no notice about the school closing and shifty to online learning, 
majority of the respondents (80%) said it was strange finding themselves in new ways to 
ensure learning continues 

Also with e-learning, protection and safety of the students will be harder to safeguard. 
Use of screen could also cause adverse effect in future and some other parts were highlighted 
by the respondents. 

Research has shown that there is always a disparity between rural and urban centres 
dwellers, Boris (2021) also in line with this study Owoeye & Yara (2011) who find out that 
student in urban areas had better academic achievement then their rural counterpart also in 
line with Osokoya & Akuche (2000) who showed that school location had a significant main 
effect on student congnitive attainment in practice skills. For instance school closures widen 
the equity gap during the pandemic, progress had been made in the number of students who 
have access to devices and connectivity, while the rural dwellers could not be reached, 
because they do not have access to digital devices or internet connectivity, this limitation 
according to them, said they could not afford it, said there was no money available for data 
purphate rather thy use available money for survival (food) of the rural dwells responded that 
they are not even familiar with how to operate WhatsApp, facebook etc.           

Educational programme were launched by the government of these state but were 
only accessible to those with internet access and those that have availability of light.   

Some students continued their education many were deprived of adequate 
opportunities to do so because of lack of essential services and tools such as technology 
equipment or learning support services hence some of this schools had to establish specific 
priorities and emphasized some subjects more than others in school curricular. This research 
is in line with Adeleye (2021) that Corona virus pandemic created multiple problem for 
education sector leading to decrease education opportunities for poor student and those in 
rural areas.  

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Also most parent from rural dwellers could not support children at mom about (25%) 
respondent from rural dwellers confirmed this, most of them said their parents are not 
educated, and do not have knowledge of e-learning, the kind of handset that is found among 
these people are the one with no e-learning facilities while in the urban centre only (60%) 
parents could really support them children majority of learners are from rural village where 
parents are mostly illiterate farmers therefore students engaged in assisting parents in farm 
activities majority of the students (25%) do not have access to smart phones on television at 
home in addition to poor internet connectivity. 

Learning can also expose to potentially harmful and violet condent as well as greater 
risk of cyber bulging. The level of academic performance of the student dropped for the 
classes held for both year end  examination (internal) due to reduced contact hour for the 
learners and lack of consultation with teachers where facing difficulties in 
learning/understanding. 

This is because in some schools the students assessments are carried out online with a 
lot of trial and error, incerlanly  and confusion among teachers, students and parent while in 
some schools examinations were postponed /rescheduled  

Respondents (55%) also complaint of restriction of interactions between teachers and 
students which to them is important. 
 
 
Research Question 2: What are the opportunities encountered during the pandemic? 

This research demonstrate that outside the classroom initiatives and outdoor learning 
provided added value to the classroom learning experience particularly when these two 
learning environments are used in a complementary way; for instance. The  advantages 
include a more student own initiatives, both of which faster student engagement and in-dept 
learning since student are more likely to internalize what they experience. This fostering 
learning transfer.   respondents stated that e-learning had supported their independent 
learning many student have been able to continue their education during the school closure 
period and maintain their social connection with school through telephone, radio, television, 
e-mail and video conferencing. 

Students are able to get their goals and exercise self discipline as well as by given 
them some control over the choice of methods and tools used to carry out task, respondent 
said independent learning had help them to organize them work better, more initiative, 
critical thinking more involved, responsible and accountable and motivated. 

Most of the teachers from urban centres and partly from rural concluded that e-
learning had enhance their digital skills. The home schooling has forged a strong connection 
between teachers and parents supported their learning academically and economically. 
Agreed that Covid-19 pandemic provided us with an opportunity to pave the way for 
introducing digital learning. 

On the part of the teachers, 48 of them reported that they were actively collaborating 
with one another at their level to improve online teaching methods and the same was 
applicable with students and even the parent. Hence there is cooperation and willingness to 
learn from others. 
  

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Conclusion  
The use of online teaching had turned the adverse effect of the covid-19 epidemic into 

the driving force of education and teaching reform that is ready to build a new education and 
teaching mode that will enhance supply of teaching services and implement accurate 
management of Education and teaching. These new changes brought by large scale online 
teaching during the epidemic prevention and control period confirm the positive growth of 
education in Nigeria.      

However, the situation in our rural areas need special attention so that there will not 
be disparity in teaching and learning between students in centers and the rural centers, 
something has to be done about this. Also teachers and lecturers in our higher constitutions 
should be trained in digital teaching and student in digital learning so that if it becomes our 
daily teaching it then means there is going to be a great reform in our tertiary institutions. 
This must start from the secondary education.  
 
Recommendations 
The following are recommended for the research: 
- face to face learning, to some people is better than online learning we can reliance the 

combination to be blended learning, this will create a better learning experience then 
one hundred period face to face learning. 

- Teachers would have started to innovate and experiment with these online tools and 
may want to continue online pedagogies. 

- Resources for digital learning should be made available in all the schools both rural 
and urban school. 

- Teacher collaboration will grow if digital teaching learning is encourage and this will 
helps to improve learning because teachers can do it draw on what other are doing. 

- Experience of Covid-19 pandemic has provided a lot of lessons for decision makers at 
all levels. It is the view of the researcher that Nigerians had emerged from this crisis 
stronger and better prepared for the future and better prepared for the future  and be 
more resilent to similar health emergencies in the future. 

- Connectivity should be made affordable to all Nigerian citizen. 
- Distance learning should be integrated into education 
- The Government should invest in the training of teachers on new ideas to enhance that 

digital skill  
- Communities  engagement should be strengthened (parents, caregivers etc) in terms of 

preparedness, cooperation and willingness in future emergencies  
-  Use of online platforms such as goggle classroom, zoom, virtual learning 

environment, social media groups like telegram, messager, WhatsApp e. t c can be 
explored further for additional resources and coaching to the learners. 

 
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