Submit your papersSubmit Now
For Enquiries: [email protected]
IIARD LogoIIARD

The Effects of Insurgency and Long Schools Closure on Students’ Academic Performance and Mental Health

Timothy Emeka Godwin, Dr. Maimuna I. Kidah, Yahya Ahmed and Muhammad, Abubakar Balde

Abstract

The research investigated the effects of insurgency and long schools’ closure on students’ academic performance and mental health in North- Eastern Nigeria. A total of twenty 21 secondary schools in seven (7) insurgency prone Local Government Areas of Adamawa state were used for the study. The study consists of twenty-one (21) educational personnel. The twenty-one educational personnel were interviewed and the data gotten were analyzed using the qualitative aspect of python data analysis software. The finding revealed that teachers are trained in different capacities to uplift the education level of the affected areas as a result of insurgency and long school closure. The findings also indicated that almost all the schools in the seven local governments were affected by insurgency, long closure of schools or both. The communities had a very terrifying experience that have affected many school children mentally and otherwise due to diseases, hunger, death, isolation, trauma among others. Although school’s situations are seemingly normal with lingering fear of past events. Recommendations were made on how to improve the situation.

Keywords

InsurgencyAcademic performanceMental health

References

Dorn, E., Hancock, B., Sarakatsannis, J., & Viruleg, E. (2021). COVID-19 and education: The lingering effects of unfinished learning. McKinsey & Company. Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences, 118(17), e2022376118. Kennedy, J., & Strietholt, R. (2023). Measuring learning loss and educational inequality during COVID-19: A meta-analysis. Journal of Educational Research. Kuhfeld, M., Soland, J., Tarasawa, B., et al. (2020). Projecting the potential impact of COVID-19 school closures on academic achievement. Educational Researcher, 49(8), 549–565. Loades, M. E., et al. (2020). Rapid systematic review: The impact of social isolation and loneliness on the mental health of children and adolescents in the context of COVID-19. Journal of the American Academy of Child and Adolescent Psychiatry, 59(11), 1218– OECD. (2021). The state of global education: 18 months into the pandemic. Organization for Economic Co-operation and Development. Sheen, J., et al. (2019). The impact of technology-based learning environments on academic achievement. Learning and Instruction Journal. UNESCO. (2021). When schools shut: Gendered impacts of COVID-19 school closures. https://unesdoc.unesco.org/ark:/48223/pf0000379270 UNICEF. (2021). COVID-19 and school closures: One year of education disruption. https://www.unicef.org/education/covid-19 World Bank.(2022). The State of Global Learning Poverty: 2022 Update. https://www.worldbank.org/en/topic/education/publication/the-state-of-global- learning-poverty-2022 Yamane T. (1967). Statistics: An introductory analysis. 2nd Edition, Harper and Row, New York. ACKNOWLEDGEMENT The researchers would like to thank the Tertiary Education Trust Fund (TETFund) for sponsoring this research through the Institution Base Research (IBR), the management of Federal College of Education, Yola, the Adamawa State post Primary school’s management board, and all the education personals for the willing responses to the questionnaires and interviews.

More Articles from INTERNATIONAL JOURNAL OF EDUCATION AND EVALUATION