Managing Teaching and Learning Disruptions in the Post-Covid Era in Basic Secondary Education in Nigeria: Rethinking Job Creation in an Emerging Technological World

Abstract

Following the covid-19 virus, which has not gone away but which we have learned to live with, school closures, teaching and learning disruptions, and recent failures in national examinations in Nigeria observed by the researchers, as well as literatures, the study problematizes teachers who are well-rooted in technology in education as a tool for future in teaching and learning. The purpose of Private Supplemental Tutoring (PST) is to improve student academic performance and create jobs in the education industry. To do this, the study looked into the obstacles of teaching and learning in the post-covid era with the unemployment of private tutors, as well as potential solutions to the issues. The study was theorized using social constructivism theory. Participatory Research (PR) was chosen as the study's approach since it entails bringing together all parties involved in the problem description, assessment, implementation, and evaluation. With the assistance of an audio tape recorder, unstructured interviews were performed to collect data from the participants. 2 secondary school principals, 2 teachers, 2 parents, 2 two private tutors are among the participants. Thematic Analysis (TA) was used to categorize, evaluate, and examine data obtained. Learning loss-time and lack of critical academic infrastructure were identified as issues affecting teaching and learning, while, the recruiting and training of private tutors, improvement of critical academic structures, and e-learning were suggested as a possible solution to the educational gap. However, the study's conclusion shows that using a PST improves students' academic activities and raises the quality of secondary school graduates.

Keywords

• private supplemental tutoring
• academic performance
• e-learning
• secondary school