Abstract:

The COVID-19 pandemic has impacted education systems globally, contributing to the near-total closing of schools, universities, and colleges. Teachers are at a very high risk of getting COVID-19, and many policymakers have agreed to briefly close educational institutions to minimize the spread of COVID-19. Approximately 825 million learners are currently impacted by school closures in response to the pandemic. Most countries have implemented lockdown regulations to control the movement of people to curb the spread of the virus. The lockdown regulations affected the schools, universities, and colleges very badly. The modes of teaching and learning had to be changed so that the teaching and learning will continue while fighting the spread of the virus. Academic institutions had to change the assessment methods to meet up with the teaching methods. The quality of education and assessment methods were affected during the lockdown implementations as a cause of the Covid-19 pandemic. The objective of this paper is to articulate the outcomes of the quality of education on the new modes of teaching and learning. The pandemic has forced most academic institutions to change from face to face mode of teaching and learning to online learning. The lack of student contact with the teacher has often caused students to feel less enthusiastic about the integrity of their studies. This leaves students to turn to half-full homework, to get answers from their peers, or to turn to none at all simply because knowledge has become less necessary due to COVID-19.This study, therefore, presents a view that the changes in the education mode are of inferior quality compared to the face to face learning. This study applied a secondary research methodology because the data that was used to draw findings was available online, government gazettes, conference findings, and newspaper articles.

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