IMPACT OF COVID-19 ON PSYCHO-PEDAGOGICAL ISSUES OF REMOTE TEACHING. A COMPARATIVE STUDY MOLDOVA - NIGERIA

Abstract

With the emergence of the COVID-19 pandemic, both teachers and students were forced to acquire competence remotely through online learning environments. This article aims to investigate how COVID-19 influenced the learning outcomes in Moldova and Nigeria from the perspective of educational psychology. Based on the complexity of the questions of the online survey, developed in Romanian and English, the scale for measuring learning outcomes in distance learning is established. The scale is composed of eight dimensions (i.e. the best teaching format, the best teaching method for a contemporary student, the most affordable category of methods, the most important method of learning, the most used digital resources, the most used method to evaluate students’ knowledge, the most appropriate statement of assessment and balance of assessment, measurement, and testing tools). It was concluded that respondents from both countries (N=182), choice face-to-face as the best teaching format and paper tests photographed and transmitted, as the most used method to evaluate students’ knowledge. The differences are in the perception of learning strategies and the best teaching methodology for achieving lifelong outcomes. Future research could improve understanding of these psycho-pedagogical issues.

Keywords

• covid-19 pandemic
• education
• distance teaching
• psycho-pedagogical problems
• knowledge.