An appraisal of challenges in accessing online education during COVID-19 lockdown in Jalingo West LGA, Taraba State
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Background of the Study:
The COVID-19 pandemic triggered an unprecedented shift in the global education system, compelling institutions to adopt online learning modalities to ensure continuity of instruction. In Jalingo West LGA, Taraba State, the lockdown period highlighted significant challenges in accessing online education. The rapid transition exposed critical infrastructural deficiencies, including limited internet connectivity, inadequate digital devices, and insufficient technical support. Recent studies conducted between 2023 and 2025 reveal that these challenges were exacerbated by the suddenness of the transition, leaving many students and educators unprepared for the digital shift (Adamu, 2023). Moreover, socio-economic disparities further complicated access to online learning, as students from lower-income families often lacked the necessary resources to participate effectively. The lack of digital literacy among both teachers and students also emerged as a critical barrier, impeding the smooth adoption of online platforms (Umar, 2024). Additionally, cultural attitudes towards technology and education influenced the acceptance and effective utilization of digital learning tools. The lockdown period, therefore, served as a stress test for the resilience of educational systems, revealing deep-seated vulnerabilities that need urgent attention. In Jalingo West LGA, the interplay between infrastructural limitations, socio-economic factors, and pedagogical readiness created a challenging environment for the effective delivery of online education. The study of these challenges is essential to understand the broader implications of emergency remote teaching and to identify measures that can mitigate such challenges in future crises. By evaluating the multifaceted barriers encountered during the lockdown, this research aims to provide evidence-based recommendations for policymakers, educational administrators, and technology providers. The ultimate goal is to improve the accessibility, quality, and sustainability of online education in the face of future disruptions (Bello, 2024; Musa, 2025). This comprehensive appraisal will also contribute to the development of more resilient educational frameworks that can adapt to rapid changes and ensure equitable learning opportunities for all students.
Statement of the Problem:
During the COVID-19 lockdown in Jalingo West LGA, Taraba State, numerous challenges impeded access to online education, significantly affecting students’ academic progress. The abrupt shift from conventional classroom instruction to virtual learning highlighted major infrastructural shortcomings, including unreliable internet connectivity and a scarcity of digital devices. These challenges were particularly acute among students from economically disadvantaged backgrounds, who were unable to secure the necessary resources for uninterrupted online participation (Adamu, 2023). Additionally, the lack of comprehensive training for teachers on digital platforms resulted in suboptimal delivery of educational content, thereby reducing the overall effectiveness of online lessons. The situation was further compounded by limited technical support, leaving both educators and students to struggle with resolving technical issues independently. As a consequence, many students experienced frustration and disengagement, leading to a decline in academic performance. The absence of a robust online education framework meant that there were few mechanisms in place to address these issues promptly. Moreover, the cultural and social dimensions of learning were disrupted, as the traditional support systems and peer interactions integral to the educational process were significantly diminished during the lockdown (Umar, 2024). These multifaceted challenges underscore the urgent need for a systematic evaluation of the barriers to online education experienced during the lockdown. Such an evaluation is critical to identify gaps in the current system and to develop strategies that ensure more resilient and inclusive online education in the future. Without addressing these issues, there is a risk of perpetuating educational inequities and compromising the quality of instruction during times of crisis (Bello, 2024).
Objectives of the Study:
• To identify the key challenges in accessing online education during the COVID-19 lockdown.
• To evaluate the impact of infrastructural and socio-economic barriers on online learning.
• To recommend strategies for improving online education accessibility during emergencies.
Research Questions:
• What were the primary challenges faced by students in accessing online education during the lockdown in Jalingo West LGA?
• How did infrastructural limitations and socio-economic disparities affect students’ participation in online learning?
• What measures can be implemented to enhance the resilience of online education in future crises?
Research Hypotheses:
• H1: Inadequate digital infrastructure significantly impedes access to online education during emergency situations.
• H2: Socio-economic disparities are directly related to lower participation rates in online learning.
• H3: Implementing targeted interventions can improve the accessibility and effectiveness of online education during crises.
Significance of the Study:
This study is significant because it critically evaluates the challenges experienced during the COVID-19 lockdown, providing insights that can guide the development of more robust online education systems. The findings will help policymakers and educators implement effective strategies to overcome infrastructural and socio-economic barriers, ensuring more equitable educational opportunities (Umar, 2024).
Scope and Limitations of the Study:
This study is limited to evaluating the challenges in accessing online education during the COVID-19 lockdown in Jalingo West LGA, Taraba State, and does not consider other regions or periods outside the lockdown.
Definitions of Terms:
• Online Education: The delivery of academic content via digital platforms, facilitating remote learning.
• Infrastructural Barriers: Limitations related to physical and technological resources that hinder effective online learning.
• Socio-economic Disparities: Differences in access to resources and opportunities based on economic and social status.
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