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Author(s): Mokolapo Oluwatosin Tenibiaje (Ph.D.).

Volume/Issue: Volume 9, Issue 1 (2026)

Page No: 30-38

Journal: African Journal of Social Sciences and Humanities Research (AJSSHR)

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Abstract:

The COVID-19 pandemic caused severe disruptions to educational systems globally, with significant psychosocial implications for students in low- and middle-income countries. This study investigated the psychosocial effects of COVID-19 on the Nigerian educational system, focusing on students’ perceptions of the pandemic, depression, hopelessness, and perceived social support. A descriptive survey design was employed, involving 200 undergraduate students (109 males, 91 females) from Ekiti State University, Nigeria. Data were collected using a structured questionnaire incorporating adapted measures from the Beck Depression Inventory, Beck Hopelessness Scale, and the Multidimensional Scale of Perceived Social Support. Independent t-tests were used to test four hypotheses. Findings indicated that students’ perceptions of COVID-19, levels of depression, and hopelessness significantly influenced their perceptions of the educational system, reflecting increased psychological distress and reduced educational optimism following prolonged institutional closures. In contrast, perceived social support did not significantly influence educational perceptions, suggesting the relative stability of social networks during the pandemic. The study underscores the substantial psychological impact of educational disruption. It highlights the need for policy interventions that integrate digital learning infrastructure and institution-based psychological support services to enhance resilience within the Nigerian educational system.

Keywords:

Psychosocial effects, COVID-19 pandemic, Educational System and Policies.

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