The Effect of COVID-19 New Learning Strategies on Schooling Participation: A Pre and Post-COVID Study among Students in Public Secondary Schools in Tharaka Nithi County

Abstract

The COVID-19 pandemic brought about drastic changes in the educational sector, particularly through the implementation of public health measures such as school closures, remote learning, social distancing, and restrictions on gatherings. During COVID-19, some of the strategies and approaches used in providing education to the learners have been through homeschooling, radio, television, remote learning, online learning, distance learning, blended learning, gamification, and the like. Radio has been used to deliver education to most countries in Africa for a long time. There is still limited specific evidence on the extent of this harm in the Kenyan scenario. This study, therefore, seeks to establish the effects of COVID-19 learning strategies on schooling participation measures among students in secondary schools in Tharaka Nithi County. An ex post facto research design was used. The study population comprised 111 secondary school deans of studies and 2,000 teachers, leading to a target population of 2,111. The sample size was calculated using the Yamane formula, which is preferred when the sample size is known. The study sample size was 350 teachers and 20 deans of studies. Simple random sampling was used to select teachers and the dean of studies for the study. The Instrument for data collection was questionnaires, which were administered to the sampled teachers, and an interview guide for the dean of studies. Piloting of the instruments was done in Meru County, where 3 deans of studies and 34 teachers were sampled to establish the reliability of the instruments. Supervisors and other Education experts from Chuka University checked the instruments to ensure validity. The data was processed using Statistical Package for Social Science (SPSS) version 26. Descriptive and inferential statistics were also used, while data was presented by use of frequency distribution tables, means, and chi-square for inferential statistics. The findings of the study show that online learning was introduced to ensure that learning was taking place during the lockdown. Learning opted for online learning, which occurred without appropriate readiness for learners to use the tools and a lack of digital devices, electricity, or internet connectivity, where digital devices existed, students and parents lacked digital competency and proper supervision. Schooling participation proved difficult without proper supervision and digital devices, especially in remote rural areas. This lowered the standard of teaching and eroded students’ affective affinity and commitment towards education. The findings would also help principals, deans of studies, teachers, students, and parents to address changes in students’ participation in school activities as affected by COVID-19 pandemic mitigation measures and any other future pandemic.