The effect of indiscipline in public schools on academic performance of secondary school students

The effect of indiscipline in public schools on academic performance of secondary school students

CHAPTER ONE

INTRODUCTION

Background to the Study

The critical tools used in the transformation of the individual in particular and the society in general is education. Secondary school education in Nigeria is meant to prepare the learners for valuable living conditions within the society and training for further education in order to live a valuable living conditions within any community and contribute towards the social, economic, and political development of the nation. Hence, the National Policy on Education (2004) clearly stated that education in Nigeria is an instrument “Par excellence” for effecting national development. It has witnessed active participation by non-governmental and government intervention. It is therefore desirable for the nation to spell out in clear and unequivocal terms the philosophy and objectives that underlie its investment in education.

Secondary schools are expected to be developed with the required facilities and staff in order to cater for the high demands for quality education. Also there are policies that have been proposed by the government to improve educational standards in the country. In spite of the policies and the various bodies created to oversee the issues of secondary schools in Nigeria to ensure quality education, learning institutions in the study area have been plagued with cases of students’ unrest and indiscipline which in many ways undermine quality education. Indiscipline in secondary schools has become an alarming issue in the Nigerian society.

Indiscipline cuts across all aspects of human environment and has caused a lot of setbacks in schools and the society at large. Indiscipline is like a cankerworm that has eaten deep into the fabric of the society. It breeds lawlessness and lawlessness breeds crime, and consequently self-destruction. Indiscipline in schools contributes to lack of success in one’s life, if allowed to linger on for a long time. Indiscipline is a behavioural disorder that is classified as an act of delinquency. Just like lying, stealing and playing truancy. It is often the cause of a lot of mental, emotional and also physical damage, such as damage to property in homes as well as in schools. By extension, the term connotes the violation of school rules and regulations capable of obstructing the smooth and orderly, functioning of the school system (Adeyemo, 1995). School rules and regulations in most cases affect students more than any other thing because they are made by the school authorities in order to guard and protect the students while in school. In the same vein, Akpan (2003) sees indiscipline as those forms of disobedience within the school system. It connotes willful disobedience of constituted authority. According to Akpan it could be done by one person or a group of people. The author called individual or collective misbehaviour. On the other hand, Olagboye (1999) sees indiscipline as an act which is deemed educationally and socially harmful, and specifically defined and forbidden by school rules and regulations. Indiscipline refers to deviant behaviours. It is a situation whereby students set aside the school rules and regulations and do what they like and leave undone what they are expected to do. The Oxford Advanced Learner’s Dictionary (2000), defines indiscipline as lack of control in the behaviour of a group of people. In other words, it is the inability of a person to live in accordance with rules. Indiscipline is regarded as an act that does not conform to the societal values or norms

However, it has been observed that cases of indiscipline abound in the study area. This ranges from truancy, fighting, shouting, snatching other learner’s property, bullying, cheating, viewing pornographic materials, and threatening teachers among others. Research consistently documents that school indiscipline reduces teaching hours as more time is devoted to managing students’ misbehaviours rather than on teaching. School Indiscipline owing to outbreak of aggressiveness among peers, violence within teachers to students’ relationship and vandalism, truancy, bullying, alcohol and substance abuse, inability and unwillingness to do assigned class work or homework, refusal to obey given orders, teasing of other learners, disrespecting educators, swearing at educators or other learners, carrying dangerous weapons to school, threatening other learners with dangerous weapons, assaulting other learners, thus leading to perpetual existence of problem of drop outs, deviant behaviours, examination malpractices, thuggery, lateness and above all poor academic performance among students (Idu & Ojedapo, 2011 & Tunor, 2011).

Acts of indiscipline in schools are many and consequences devastating. In fact, scholars have carried out extensive studies on the subject and have been able to identify several factors that have led to its occurrence in our institutions of learning being it locally, nationally and internationally. For instance, Ozigi and Canlanas cited by Oyetubo and Olaiya (2009) presented seven likely causes of the phenomenon in school which include: (a) the idea of democracy with its emphasis on the rights and freedom of the individual; (b) the “generation gap” in ideas, beliefs and values about the nature of man, life and society. There is a wide difference of opinion in these matters between the two generations, the young and the old; (c) the high level of sophistication of young men and women compared with that of the old generation; (d) the influence of the media (i.e. the newspaper, the radio and television) which carry regular reports about students power against authority; (e) the failure of the adults, both in society and at school to set standards of good behaviour for young men and women to follow; (f) the failure of many homes to provide basic and essential moral training in the upbringing of the children and the failure of parents to set good examples and (g) the failure in communication between young men and women insisting on their right and the authorities who tend to see the issues involved simply from the “official” point of view.

Elsewhere in a study carried out by Ahmed, Ajayi, Ajayi, and Ajibili, (2018)on effect of indiscipline on academic performance of secondary school students, the study identified five causes of indiscipline to include School administration, insufficient school facilities/funding, poor school structure, effect of climate change and teachers’ attitude towards students. Olagboye (1999) carried out a research on the main causes of students’ misbehaviour and measures taken by teachers in Oyo State. The study revealed that apart from the individuals themselves, the school is the next cause of most of the acts of indiscipline. The community closely follows with parents and the media being almost at par.

These causes have some major effects as identified by some researchers; notably the high rate of disobedience among secondary school students in Nigeria irrespective of their socio-economic background. Fafunwa (1999) at the national conference on discipline in schools opined that our society is passing through a very difficult time and the incidence of indiscipline permeates our entire social economic and political nation. The problem of indiscipline is more apparent among secondary school students. Indiscipline among them has attracted serious attention of scholars and administrators. Stressing this, Akubue (1991) states that the situation of indiscipline in schools has generated a lot of concern with no positive action to arrest the situation. Hence, the appropriateness of this topic comes to light when we recall the outburst of mass failure in the Senior school Certificate Examination (SSCE) and the National Examinations Council (NECO). The direction of and intensity of this mass failure points to the ineffective way of learning in secondary schools due to the school environment that in turn leads to students’ unrest and indiscipline. In recent past, attentions have been paid to the problem of indiscipline in the country in general and in the school system in particular Generally, there is the tendency to link the problem of student unrest in schools with the problem of discipline.

It is in this light that, Okoroma (2004) reveals that low academic performance in our schools is caused by acts of indiscipline. Okoroma specifically identified them as laziness, truancy, delinquency, cheating, disobedience, drunkenness, and sexual problem. His research shows that all these parameters of indiscipline in schools are contributory factors to academic performance of senior secondary school students. Tec (1972) affirmed this by stressing that, low academic achievers are undisciplined and uncommitted members of the school organization. Tec stated that, if members of a given system are dissatisfied, uninvolved and uncommitted to its basic aims and expectations, they will find it easier to engage in behaviour disapproved by the system than those who are satisfied, involved and committed to its basic aims. Similarly, Shekarau (1988) identified indiscipline as a major cause that brings about low academic attainment in schools. Shekarau stressed that, in time past students exhibited the best behaviour wherever they were. They respected their teachers and obeyed them, they feared failing examinations and so, worked very hard. But today the reverse is the case. All these according to Shekarau boil down to low academic performance. Indiscipline is a destructive and undeserving element to progress, training or mode of life in accordance with rules. Edem (1982) stated that indiscipline as a violation of school rules and regulations is capable of obstructing the smooth and orderly functioning of the school system and should be consequently avoided through perfect orientation of students and imposition of positive sanction in cases of obvious violation of order

 

In the same vein, Mustapha (2003) in his study reveals that students who are notorious for unwholesome behaviour are found to be heavily incapacitated in the deferment of immediate pleasure. Rather than focusing their attention on their studies, they always devote their attention on things that would bring immediate personal and selfish satisfaction such as sexual perversion, drug abuse, prostitution, alcoholism, and smoking among others. Stressing this, Abenga and Asor quoted by Mustapha affirmed that indiscipline and rampant occurrence of delinquent acts create an atmosphere of insecurity and inability in the schools and classrooms, which are not conducive for effective teaching/ learning. Concentration by students during classroom activity is very important. A student that does not concentrate can be a failure in academic work. Any absence of student’s concentration can create fragment involvement of learners in deviant behaviour. The school at any level is established for purpose of producing personal development through teaching and learning and the transmission of skills, attitudes, knowledge and acceptance of culture from one generation to the next as well as producing what can be called national character, any disturbances affect its developments.

 

He further stated that many students have their hope of academic excellence dashed due to their uncontrolled habit of perpetrating unwholesome behaviour in the school. Thus, many of those students voluntarily drop out of school when they discovered that immoral behaviour is taking much of their time and they are gradually becoming academically redundant and hopeless. Hence, Bukar and Ibi (2002) maintained that the entire students with poor academic performances are those notorious for deviant behaviour. High level of dropouts can have adverse effect on the efficiency of operation in schools. Some of these students were expelled from the school due to their unmanageable desire for evil. Most of these students are usually products of broken homes, where there is instability, insecurity and lack of affection and regularly subjected to one form of punishment or the other. A research conducted by Gribbes and Peg (1982) revealed that stealing if not treated early enough in a child’s life can grow worse. Elsewhere, Obateru in Ekpo (1966) pointed out that the infiltrations of secret cults into our secondary schools were causing school heads nightmares. Students’ indiscipline has led to the loss of many lives either through drug addictions, riots and many violent demonstrations, abortion and robbery. It is inview of this therefore that this study investigated the effects of indiscipline on academic performance of secondary school student.

Statement of the Problem

It is with dismay (a worried, sad feeling) to observe the damaged academic indiscipline has done to our schools even our secondary schools which the preparatory stage of higher education. Teachers are not coping well with the implementation of the curriculum, hence the low achievement of the product of secondary schools illiteracy.

Despite the efforts by the stakeholders to instill discipline in schools, such as strengthening of Board of Management to deal decisively with this problem and training of administers and teachers through workshops, indiscipline has persistently remained a big problem. There are many extreme cases of indiscipline that attract newspapers headlines, there are routine cases of truancy, boycotting of lessons, watching and practicing pornography, lies telling, violence, dishonesty, disobedient to teachers, prefects, and school administration, rapping school/class mates, alcohol consumption, confronting and stabbing teachers in schools, vandalism, lateness to school, cultism, drug abuse, insulting/assaulting, stealing, absenteeism, fighting and other example of indiscipline in the classroom which do not appear or are reported in the Newspapers. Parents blame teachers for the indiscipline among school children and teachers blame parents, government and school administrators for the indiscipline in the society. Student’s misconduct in the Classroom interferes with teaching and learning and is thought to be precursor to later school dropout and similar negative social out-comes.

A close investigation on why our students fail in their Senior Secondary especially on Economics will reveal the fact that most of the students, susceptible i.e influenced or harmed to failure are those who indulge in academic indiscipline such as truancy, lateness to school, fighting, vandalism (crime of destroying or damaging something) and others.

The rate at which students are engaging in different vices is breath taking. Many measures have been applied in recent past by government and school administrators in the bid to check the occurrence of indiscipline. However, the worry is that despite all stern measures the rate of indiscipline among students is on the increase. Measures have not adequately addressed the situation. However, the researcher discovered in recent times that students’ poor academic performance is attributed to school’s administrator, teacher and student indiscipline. Indiscipline in schools can manifest itself in students’ violent behaviour, poor disciplinary style, ineffectiveness and inefficiency of teacher, poor time management, and ineffective code of conduct and so on. These acts of indiscipline engage by the schools disrupt learning and have direct impact on students’ achievement. This has enabled the researcher to pose the question: have parents, school counselors and religious organizations in schools abandoned or neglected their duties in nurturing their children of becoming acceptable citizens of the community and the future? With this nonchalant attitude, teachers find it difficult to motivate their learners to learn because they equally lack peace and motivation within the school.

Download Full Material-N5000

Leave a Reply

Your email address will not be published. Required fields are marked *

Related Post

Nov 14

THE ROLE OF NIGERIA GOVERNMENT IN RESPONSE TO COVID 19 PANDEMIC A STUDY OF ABUJA

INTRODUCTION

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 United 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 United 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 U.S 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.

Download Full Material-N5000
May 04

Knowledge, Awareness And Perceptions of Coronavirus in Nigeria

Knowledge, Awareness And Perceptions of Coronavirus in Nigeria A Study Lagos State

Abstract

This study assessed knowledge and perceptions about COVID-19 among the general public in Nigeria during the initial week of the pandemic lockdown in the country. From March 28 to April 4, 2020, this cross-sectional survey used an anonymous online questionnaire to collect data from respondents within Nigeria. Purposive and snowball sampling techniques were used to recruit 1357 respondents, aged 15-70 years, from 180 cities and towns within Nigeria. Study data were analysed using descriptive statistics. Approximately more than half (57.02%) of the respondents were male with high level of education (48.86% bachelor’s degree or higher). Approximately  half  of  the  respondents  (46.94%)  opined  that  COVID-19  was  ―a  biological weapon designed by the Chinese government.‖ About 94% of the respondents identified ―contact with airborne droplets via breathing, sneezing, or coughing‖ as the most common mode of transmission; most respondents associated COVID-19 with coughing (81.13%), shortness of breath (73.47%) and fever (62.79%). ―Regular hand washing and social distancing‖ was selected by most respondents (94.25%) as a way of preventing infection whereas 11.86% reported―consuming  gins,  garlic,  ginger,  herbal  mixtures  and  African  foods/soups‖  as  preventive measures against COVID-19. Majority of the respondents (91.73%) thought COVID-19 is deadly; and most respondents (84.3%) got 4 or more answers correctly. It was also observed that the traditional media (TV/Radio) are the most common source of health information about COVID-19 (93.5%). Findings revealed that Nigerians have relatively high knowledge, mostly derived from traditional media, about COVID-19. Their perceptions of COVID-19 bear implications across public health initiatives, compliance with precautionary behavior as well as bilateral relations with foreign nations. Evidence-based campaign should be intensified to remove misconceptions and promote precautionary measures.

CHAPTERONE/Introduction

The novel Coronavirus disease 2019 (COVID-19), first identified in Wuhan China in December 2019, has rapidly spread to almost every region of the world. The disease is caused by a new and severe type of Coronavirus known as severe acute respiratory syndrome coronavirus 2 (SARS- CoV-2). The infection has no immediate treatment and vaccine, and it has according to World Health Organization (WHO, 2020) become a worldwide pandemic causing significant morbidity and mortality. There are 1,603,428 confirmed cases, 356,440 recoveries from the illness and 95,714 deaths worldwide as of April 9, 2020 (Worldometers, 2020). On February 27, 2020, an Italian citizen became the index case for COVID-19 in Nigeria and as at April 9, 2020, there were 288 laboratory-confirmed cases of COVID-19 in Nigeria with 51 discharges and 7 deaths (Nigeria Centre for Disease Control, NCDC, 2020).

To prevent further spread of the virus, civil societies and government agencies embarked on enlightenment campaigns for good hygiene and social distancing. Temperature screening was conducted at airports and those returning from countries with numerous confirmed cases of COVID-19 were implored to self-isolate. The NCDC in association with State governments also began tracing and tracking of possible victims and their contacts. On March 18, 2020, the Lagos State government suspended all gatherings above fifty people for four weeks and ordered all lower and middle level public officers to stay-at-home (Ewodage, 2020). Similarly, the Federal government, on March 30, 2020 introduced various containment strategies such as closing of the national borders and airspace, schools, worship centers and other public places, canceling of mass gathering events and placing the Federal Capital Territory, Lagos and Ogun states on lock down for an initial period of fourteen days (Radio Nigeria, 2020). Covid-19 testing laboratories were set up in Lagos, Abuja and Irrua in Edo State while State governments opened isolation centres and imposed dawn to dust curfews in their territories.

COVID-19, from the family of Coronavirus (others include SARS, H5N1, H1N1 and MERS), is a contagious respiratory illness transmitted through the eyes, nose, and mouth, via droplets from coughs and sneezes, close contact with infected person and contaminated surfaces. It has an incubation period of approximately one to fourteen days. The symptoms include cough, fever and shortness of breath, and it is diagnosed through a laboratory test. The contagion could lead to severe respiratory problems or death, particularly among the elderly and persons with underlying chronic illnesses. Some infected persons however, are carriers for the virus with no symptoms while others may experience only a mild illness and recover easily (Sauer, 2020). As there is currently no cure or vaccine for the COVID-19; medical treatments are limited to supportive measures aimed at relieving symptoms, use of research drugs and therapeutics.

Knowledge of infection pathways and relevant precautions to take is needed to control the pandemic. While the scientific community continues to research possible vaccines or drugs for the viral infection, it is expected that adequate knowledge will motivate individuals to make decisions which may prevent and curb the epidemics. Knowledge such as regular hand washing, using hand sanitizers, wearing face masks, respiratory etiquettes, social distancing and self- isolation when sick are vital to reducing widespread infection (Leppin & Aro, 2009). Studies (e.g. Brug, Aro, Oenema, de Zwart, Richardus & Bishop, 2004; Choi & Yang, 2010; Hussain, Hussain & Hussain 2012) revealed that individuals’ level of knowledge about an infectious disease can make them behave in ways that may prevent infection. Consequently, individuals may need to be informed about the potential risks of infections in order to adopt the right precautionary measures (Brug, Aro & Richardus, 2009).

At early stages of a pandemic, precautionary measures are needed to protect against possible danger and curtail the disease spread. In line with this therefore, the Nigerian government (just like other governments around the world) introduced various containment strategies which have interfered with individuals’ daily lives and have led to severe economic loss and social disruption. People were coerced to stay at home, businesses and offices were closed, exempting healthcare facilities/workers and ―essential‖ commercial establishments. For Nigerians making a living in the informal economy, their livelihood is now threatened by the lockdown since much of their activities and businesses involve face-to-face contact. In Nigeria there is no social safety net, no access to food stamps or unemployment benefits, most people earn their living on a daily basis. Regardless of this however, there has so far been a high degree of compliance with the government directives, Nigerians are engaging in vigilant hand washing, practicing social distancing and self-isolation, and avoiding going to work, school or crowded areas. Even most religious leaders agreed to stop large gatherings, forbid the shaking of hands and directed church members to pray at home and use hand sanitizers (Makinde, Nwogu, Ajaja & Alagbe, 2020; Olatunji, 2020).

On the other hand, some Nigerians due to superstitions and ignorance of the science behind the infection prefer only to pray (even violating the social distancing rule by attending churches or mosques during the lockdown) and use anointing oils, talisman, herbs or rituals (Abati, 2020) to prevent contracting and spreading the virus. Some also use social media platforms (e.g. Whatsapp, Twitter, Facebook and Instagram) to spread fear, project fake news concerning the source of the virus, promote prejudice against China, incite panic buying, proffer fake cures and undermine medical advice, deliberately or ignorantly (Hassan, 2020). They opined that lockdown, self-isolation and social distancing are un-African solutions to the pandemic (Abati, 2020).

Given the importance of knowledge of precautionary activities in curbing the spread of infectious diseases such as the novel COVID-19, it is important to research on people’s health knowledge at this period of the pandemic. Richards (2017) reported that knowledge among ordinary people about how to eliminate risks of contracting Ebola virus led to a rapid drop in mid-2015 in the number of cases of infection. Therefore, in this study, we hope to ascertain the level of the knowledge of COVID-19 among a sample of Nigerians as well as their perceptions of the pandemic.

Research Questions

The present study is guided by the following questions:

  • What is the knowledge of Nigerians about the source of COVID-19?
  • What is the knowledge of Nigerians about the mode of transmission of COVID-19?
  • What is the knowledge of Nigerians about the symptoms of COVID-19?
  • What is the knowledge of Nigerians on preventive behavior toward COVID-19?
  • How fatal do Nigerians perceive COVID-19?

Download Full Material-N5000