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PRINCIPALS PROVISION OF LEARNING MANAGEMENT SYSTEMS IN SECONDARY SCHOOLS IN ENUGU EDUCATION ZONE DURING COVID-19 LOCKDOWN
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
The COVID-19 pandemic has disrupted traditional educational practices worldwide, leading to the closure of schools and the implementation of remote learning strategies. In Enugu Education Zone, secondary schools faced significant challenges in ensuring continuity of education during the lockdown. This study examines the role of principals in providing learning management systems (LMS) to facilitate remote learning in secondary schools during the COVID-19 lockdown.
The study employed a qualitative research design, utilizing interviews and surveys to collect data from principals in secondary schools within Enugu Education Zone. The participants were selected through purposive sampling, focusing on their experience and expertise in implementing LMS during the lockdown. The data were analyzed using thematic analysis, allowing for the identification of key themes and patterns.
Preliminary findings indicate that principals played a crucial role in the provision of learning management systems to support remote learning during the lockdown. They were responsible for selecting suitable LMS platforms, coordinating with teachers to develop online content, and ensuring that students and parents had access to necessary technological resources. Principals also facilitated teacher training programs and provided ongoing support to address the challenges associated with LMS implementation.
However, the study identified several challenges faced by principals in implementing LMS during the lockdown. These challenges included limited access to technology and internet connectivity, inadequate teacher training in online pedagogy, and difficulties in monitoring students' engagement and progress in a remote learning environment.
The findings of this study provide valuable insights into the critical role played by principals in facilitating remote learning during the COVID-19 lockdown in Enugu Education Zone. The study highlights the challenges faced by principals and offers recommendations to enhance the effectiveness of LMS implementation in future crises. These recommendations include improving technological infrastructure, providing comprehensive teacher training in online pedagogy, and establishing effective monitoring and evaluation mechanisms for remote learning.
Overall, this study contributes to the existing literature by shedding light on the specific experiences and challenges faced by principals in Enugu Education Zone regarding the provision of learning management systems during the COVID-19 lockdown. The findings can inform educational policymakers, school administrators, and other stakeholders in developing strategies to improve remote learning practices and ensure educational continuity during similar crises in the future.
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