Exploring the Educational Impact of COVID-19 Lockdown on Biology Teaching and Learning Outcomes

Abstract

This study examines the impact of the COVID-19-induced lockdown on the teaching and learning of Biology at the Federal College of Education, Zaria, Nigeria. Using a descriptive survey design, data were collected through a validated questionnaire administered to Biology students from both diploma and degree programs. The analysis revealed that the lockdown significantly disrupted instructional activities, limited student engagement, and posed numerous challenges for both teachers and learners. Students encountered difficulties accessing online resources, adapting to remote learning environments, and coping with emotional stress due to prolonged school closures. Although gender differences in academic outcomes were explored, no significant disparities were identified. The study underscores the urgent need for strengthening digital learning infrastructure, enhancing institutional preparedness, and providing targeted support to mitigate the adverse effects of future crises on science education. These findings contribute to the ongoing discourse on building resilient education systems aligned with global efforts to achieve quality education and health for all.