| dc.description.abstract | The impact of the COVID-19 lockdown on the academic performance of Makerere University students has been a subject of significant concern and study. The COVID-19 pandemic, which swept across the globe in early 2020, necessitated unprecedented measures, including the implementation of nationwide lockdowns, to curtail its spread. These measures disrupted every facet of daily life, and education was no exception. Makerere University, one of Uganda's leading institutions of higher learning, had to swiftly adapt to the new realities of remote and online learning.
This study examines the multifaceted impact of the lockdown on the academic performance of Makerere University students. Utilizing a Quantitative method approach, data was collected from a diverse sample of students, analysis was done and conclusions, based on the findings were done.
The findings reveal a complex interplay of factors. On one hand, many students faced hurdles related to access to technology, internet connectivity, and suitable study environments, which hindered their ability to fully engage in online learning. Additionally, the abrupt shift to remote education posed a steep learning curve for both students and instructors, affecting the quality of instruction.
Conversely, the lockdown also created unique opportunities for self-directed learning and adaptability. Students developed resilience, time management skills, and the ability to learn independently. Some even reported experiencing a more personalized and flexible learning environment.
Academic performance, as measured by CGPA and examination results, exhibited a wide range of outcomes. While some students managed to maintain or even improve their performance, others faced setbacks, often stemming from the challenges associated with the sudden shift to remote education.
The impact of the lockdown on academic performance at Makerere University can be summarized as a mixed bag. Factors such as socioeconomic background, access to resources, and individual adaptability played a significant role in determining how students fared. The pandemic forced educators and students to innovate and adapt to new modes of learning on short notice.
In conclusion, the COVID-19 lockdown profoundly affected the academic performance of Makerere University students, but its impact was not uniform. This research underscores the need for equitable access to technology and resources, ongoing faculty training in online pedagogy, and a greater emphasis on student support services to ensure that all students can thrive in a rapidly evolving educational landscape. The lessons learned from this experience will likely have lasting implications for the future of higher education in a post-pandemic world. | en_US |
