Background: The COVID-19 pandemic has profoundly impacted educational systems globally, particularly in developing countries. This study aims to evaluate the effects of the pandemic on the academic performance of undergraduate students in Ado Ekiti, Nigeria. Methodology: This was through a cross-sectional survey design that combines quantitative and qualitative methodologies. Data was collected from undergraduate students across various public and private universities in Nigeria. The was conducted between January and March 2024, following institutional review board approval. A stratified random sampling technique was ensured a representative sample, capturing the diverse demographics of the student population. Results: Findings reveal that a significant majority (77.3%) of students had access to online learning platforms, yet 22.7% faced challenges without such resources, potentially contributing to the overall decline in academic outcomes. The average GPA reported before the pandemic was 3.14, which decreased significantly to 2.75 during the pandemic, indicating a mean difference of 0.39 (t(516) = 9.75, p < 0.001). The study also found that students averaged 12.56 study hours per week during the pandemic, reflecting varying levels of academic engagement. Satisfaction with online learning was moderate, with a mean score of 3.15, highlighting the different experiences of students amidst the transition to remote education. Comparative analyses revealed statistically significant differences in academic performance based on demographic variables, and correlations were noted between perceived academic support, online learning access, and changes in GPA. The thematic analysis of open-ended responses further illuminated student challenges and adaptations during this unprecedented period. Overall, the study concludes that the transition to online education during COVID-19 adversely affected the academic performance of undergraduate students in Nigeria. Conclusion These findings underscore the necessity for targeted interventions to support students in overcoming educational disruptions caused by the pandemic, ultimately contributing to the broader discourse on educational resilience in developing contexts.
Adegbiji et al. (Fri,) studied this question.
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