Impact of COVID-19 Pandemic on Students’ Engagement and Integration of Technology-Mediated Instructional Modifications in Social Studies Education in University of Abuja, Nigeria
DOI:
https://doi.org/10.64348/zije.2026481Abstract
This study examined the pandemic's impact on student engagement and the effectiveness of technology-mediated instruction in Social Studies Education at the University of Abuja, Nigeria. A descriptive survey design was employed with a stratified random sample of 225 Social Studies Education students drawn from Years 1 through 4. Data were collected using a structured, self-developed questionnaire employing a four-point Likert scale. The instrument demonstrated acceptable reliability (Cronbach's α = 0.72). Descriptive statistics including means, standard deviations, frequencies, and percentages were computed. A one-way Analysis of Variance (ANOVA) with Tukey HSD post-hoc comparisons tested differences in engagement impact across year levels. The pandemic significantly disrupted student engagement across multiple dimensions: teaching and learning activities (M = 3.60, SD = 0.49), new student admissions (M = 3.54, SD = 0.50), graduations (M = 3.52, SD = 0.55), academic calendars (M = 3.44, SD = 0.50), and term examinations (M = 3.39, SD = 0.71). Technology-mediated instruction yielded mixed results. Health protocol compliance including hygiene maintenance (M = 3.38, SD = 0.72) and face mask usage (M = 3.11, SD = 1.05) demonstrated institutional adaptability, while online teaching adoption scored moderately (M = 3.18, SD = 0.92). Engagement impact differed significantly by year of study, F(3, 221) = 3.48, p = .017, with Year 1 students (M = 3.62) reporting significantly greater disruption than Year 3 students (M = 3.40), p = .038. The pandemic substantially disrupted student engagement while revealing significant gaps in technological infrastructure for instruction. First-year students represented a particularly vulnerable cohort. Enhanced digital infrastructure, faculty development in online pedagogy, year-specific recovery interventions, and robust contingency planning are imperative for educational resilience.
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