Volume 9, Issue 9, September International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24SEP1074

From Classrooms to Confinement: Academic

Challenges Faced by Secondary School Children in
Kyamuhunga Sub-County During COVID-19
Agaba Albert
Mbarara University of Science and Technology

Abstract:- The COVID-19 pandemic has presented students encountered during this period. The shift mandated
unprecedented challenges to students' academic that teachers develop their skills in digital pedagogy with little
performance worldwide. This study explores the effects of to no professional development, limiting the effectiveness of
COVID-19 on the academic performance of secondary the online learning experiences for many students (Clinton,
school children in Kyamuhunga Sub-County, Uganda, and 2020; Norman, 2020).
proposes measures to mitigate these effects. The transition
from traditional in-person classes to online learning Empirical evidence suggests that the sudden transition to
disrupted education, exacerbating issues such as limited remote learning led to notable learning losses among students.
access to technology, internet connectivity, and the loss of Reports indicated that learners in Kyamuhunga sub-county,
face-to-face interaction. Additionally, increased stress and like their peers in other parts of the world, struggled
mental health issues further hindered academic academically during this confinement period. For instance,
performance. Various measures, including technology data from similar contexts globally illustrated significant
provision, adapted teaching methods, and mental health declines in reading and mathematics skills, with students
support, were implemented to address these challenges. falling behind their expected progression by several months
These measures have shown potential in enhancing (Dorn et al. 2020; NSW Department of Education 2020). Such
academic performance by promoting equal opportunities findings indicate that secondary school students in
and fostering innovative learning approaches. Ultimately, Kyamuhunga were at risk of experiencing a long-term impact
the pandemic significantly impacted academic on their educational outcomes due to the pandemic's
performance and overall well-being, necessitating disruptions.
continued efforts to support affected students.
Furthermore, the economic repercussions of COVID-19
I. INTRODUCTION heightened the challenges faced by students in the sub-county.
The pandemic affected not only the education sector but also
The COVID-19 pandemic has drastically transformed the larger economy, leading to job losses and declining
educational experiences for students around the globe, with household incomes (UNECA). As families struggled to cope
Kyamuhunga sub-county in Uganda experiencing substantial with reduced financial resources, the ability of many students
academic challenges during the transition from traditional to access educational materials or support for learning was
classrooms to remote learning. Despite an initial lack of compromised (UNECA). This situation created a cycle of
reported cases, the Ugandan government swiftly closed all disadvantage, where students already at risk found themselves
primary and secondary schools in March 2020, affecting further entrenched in educational inequity.
millions of learners and disrupting their educational
trajectories (Ministry of Education, Uganda). This abrupt shift In response to the challenges posed by the pandemic, the
to distance education placed considerable strain on both Ugandan Ministry of Health and the National COVID-19 Task
educators and students, as the latter had to adapt to a new Force implemented strategies aimed at mitigating the impacts
learning environment with minimal preparation and resources. of COVID-19 on educational access and quality. Their
COVID-19 Preparedness and Response Plan focused on
In Uganda, the rapid transition to online learning ensuring that educational systems could eventually adapt to
revealed significant gaps in infrastructure and resources. Many the new realities of health-conscious learning environments,
students in Kyamuhunga faced barriers such as limited access emphasizing the importance of community engagement and
to the internet and electronic devices, which hindered their public awareness (Ministry of Health, Uganda). However, as
ability to engage fully in remote education (Burgess and schools begin to reopen, addressing the educational gaps that
Sievertsen 2020). Similarly, varying levels of parental emerged during this crisis in Kyamuhunga will require
supervision and support further exacerbated the difficulties comprehensive strategies, targeted support for disadvantaged

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 Volume 9, Issue 9, September International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24SEP1074

students, and a commitment to rebuilding a resilient contribute to elevated stress levels, particularly if family
educational framework. members contract COVID-19, as the blame may be
inaccurately attributed to the perceived inadequacies of the
 Problem Statement woman managing the household. In the context of
International Center for Research (2020) stated that Kyamuhunga, such pressures not only affect the mental well-
despite government efforts to initiate prevention and response being of caregivers but also complicate household dynamics,
strategy to mitigate corona virus, it is sounding in both health especially amidst the economic downturn resulting from the
and social programming to the extent that the survivors of pandemic.
corona virus experience the worst moments of morbidity and
mortality. Poverty levels have gradually increased as families Additionally, Bhagat (2016) observed that both male and
manifesting this kind of pandemic can hardly contribute and female participants expressed a fear of social disgrace
get engaged in income generating activities. Corona virus associated with women contracting COVID-19, viewing such
reduces their capacity to continuously practice their infections as indicative of unsafe behaviors or environments.
agricultural activities due to injuries, and psychological torture The societal repercussions for women, such as social
inflicted on them in the course of sickness, as agriculture is the exclusion and bullying, can be severe, often leading to family
predominant source of their livelihood. rejection in extreme cases. Such stigma can further isolate
families, creating an environment in which students may
The Ugandan government put forward a strict lockdown experience additional emotional distress and a sense of
which consisted closure of schools for over 2 years, this posed uncertainty regarding their social standing within the
a lot of challenges on the academic performance of the school community.
going children, despite the government’s effort to put some
solutions to the closure of schools, like online studies, students Moreover, Bhave and Dalal (2020) noted that men
in the rural setting like Kyamuhunga continued to face reported significant hesitations to self-identify when
challenges related to academic performance. experiencing COVID-19 symptoms due to feelings of shame
and the pressure to provide for their families. The
II. LITERATURE ON THE CHALLENGES FACED responsibility men feel toward the safety of their families
BY SECONDARY SCHOOL CHILDREN IN often leads them to prioritize staying with their households
KYAMUHUNGA DUE TO COVID-19. over seeking necessary healthcare or entering quarantine,
particularly in internally displaced persons (IDP) sites
The COVID-19 pandemic has profoundly impacted perceived as insecure. This decision-making dynamically
educational experiences and social dynamics worldwide, affects family health, as women may be left to shoulder
presenting particular challenges for secondary school learners additional caregiving burdens in the absence of male partners
in Kyamuhunga sub-county, Uganda. As the government seeking medical assistance.
enforced strict lockdown measures, including the closure of
educational institutions, the psychological and social III. METHODOLOGY
repercussions of quarantine and isolation became increasingly
evident. The research employed a descriptive survey design, as
defined by Saunders (2015), to systematically collect and
Research conducted by Baumeister and Leary (2020) analyze data relevant to the research purpose while ensuring
underscores the potential for increased incidence of gender- an economical procedure. According to Kothari (2020), this
based violence (GBV) in households with suspected COVID- design allows for detailed descriptions and comparisons of the
19 positive individuals. Partners quarantined at home, research area over a specified timeframe. The study population
particularly those experiencing stress related to their health consisted of 70 respondents, including secondary school
status, may resort to verbal abuse against their spouses, often students, teachers, head teachers, education officers, and
women who assume caregiving responsibilities. The stigma parents, selected based on their knowledge and experience
associated with being suspected of having COVID-19 parallels regarding the topic. A sample of 55 respondents was drawn
historical stigmas experienced by individuals living with using purposive sampling for specific roles and simple random
HIV/AIDS in Uganda. This climate of fear and suspicion can sampling for students, resulting in an unbiased representation
lead to heightened tensions within households, further of various perspectives.
exacerbating the challenges faced by both caregivers and
children. Data collection methods included self-administered
questionnaires and interviews, enabling the researcher to
Community expectations also play a significant role in gather both qualitative and quantitative information
shaping the experiences of women during the pandemic. Ben- efficiently. Primary data was obtained primarily from
Porath (2019) highlights that women are often placed under secondary school students, supplemented by qualitative
immense social pressure to uphold family health by ensuring insights from purposively sampled educators and parents. The
cleanliness and hygiene within the home. This expectation can data presentation and analysis employed the Statistical

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Volume 9, Issue 9, September International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24SEP1074

Package for Social Sciences (SPSS) for quantitative data, the research instruments and a pilot study. Ethical
while qualitative data underwent content analysis to identify considerations were prioritized, guaranteeing respondents'
recurring themes. Rigorous measures were taken to ensure the confidentiality and respectful treatment throughout the
study's reliability and validity, including supervisor reviews of research process.

IV. FINDINGS BY THE STUDY

Table 1: Challenges on Academic Performance as a Result of Covid-19

Response Frequency Percentage %
Increasing the risk of child maltreatment 16 15.6
Affected child’s academic performance 30 29.5
Serious mental health burden 10 9.8
Social isolation 05 4.9
Exposure to Domestic violence 18 17.6
Increased risk of family violence and child abuse 23 22.6
Total 102 100
Source: field data 2023

From the table above, it was found out that responses

(23) showed that increased risk of family violence and child The above responses show the reasons as to why the
abuse is the major issue facing secondary school students academic performance of students detreated when they were
during the pandemic, 18 responses, exposure to domestic still at home due to the different challenges like child
violence, (16) responses indicated that COVID-19 has mistreatment, social isolation and domestic violence.
increased the risk of child maltreatment then (30) responses
showed that it affected the children’s academic performance, I saw my child’s performance declining when she went
(10) responses showed that the pandemic has increased serious back to school and at first I didn’t know what the cause was,
mental health burden, lastly (16) of the responses said that when I interacted with the school counsellor, she told me that
social isolation was another issue. All the above responses are my daughter was facing stress related to the challenges at
related to how Covid-19 affected secondary school students home during the Covid-19 lockdown. (a parent commented)
leading to poor academic performance.

Fig 1: A Graph Showing How Covid-19 Affected School going Children in Kyamuhunga Sub-county

From the graph, it is evident that Covid-19 affected the The data in relation to this theme explains how students
academic performance of secondary school going children in managed to cope up with challenges related to Covid-19 to
Kyamuhunga sub-county while social isolation was the least enhance their academic performance when they went back to
issue affecting school going children in Kyamuhunga sub- school by the help of their parents and teachers.
county.

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Volume 9, Issue 9, September International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24SEP1074

 Addressing the Challenges on Academic Performance as a Result of Covid-19

Table 2: Addressing the Challenges on Academic Performance as a Result of Covid-19

Response Frequency
Remedial lessons 35
Coaching 11
Extra reading material 08
Home work 15
Holiday packages 33
Parental support 03
Source: field data 2023

The responses in table 2 show different ways that were private coaching, 15 always go back home with homework,
adopted as resilient measures to enhance the academic (8) use extra reading materials in form of newspapers and
performance of students that had been affected by Covid-19 pamphlets while (3) are supported by their parents while
pandemic and the lock down. revising at home.

All the respondents (35) responded to have access to Students came from the pandemic with poor grades
remedial lessons organized by their schools, (33) access which have improved because of remedial lesssons. (Head
holiday packages as their parents could afford, (11) attended teacher of kyamuhunga secondary school)

Fig 2: A graph showing how challenges on academic performances were addressed.

The graph above shows that students had accessibility to countries impacted by COVID-19 are reporting an increase in
remedial lessons at school as they were made compulsory cases and referrals of child abuse. Parenting contributes in
while a few of them had access to parental access while at important ways to the course and outcome of child
home as most parents concentrate on Tea plucking to get development (National Academies of Sciences 2016) and
money for buying scholastic materials, pay school fees and get parental stress is one important area of focus in parenting
food to make the family survive. research.

V. DISCUSSION OF FINDINGS Exposure to domestic violence, this is in line with

(Cappa & Petrowski, 2020) the pandemic, large-scale
These findings are in line with (Agrawal 2020) who prevalence studies of adolescents’ exposure to violence have
asserted that most respondents showed that increased risk of been scant and statistics on this topic have remained
family violence and child abuse is the major effect of the inconsistent in scope and quality (Cappa & Petrowski, 2020).
pandemic to secondary school going children this is in line While data on violence at home have increased significantly
Campbell 2020). Child protection services (CPS) across over the last 15 years, forms of abuse that are particularly

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Volume 9, Issue 9, September International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24SEP1074

challenging to measure, such as commercial sexual VI. CONCLUSIONS

exploitation, have been largely ignored in data collection.
The COVID-19 pandemic significantly disrupted
Increasing the risk of child maltreatment, with (Deater- educational experiences for secondary school students in
Deckard, 2004), (Prime et al., 2020), COVID-19 poses unique Kyamuhunga sub-county, Uganda, as the abrupt transition
stressors to families, as well as cumulative risks that include from traditional classrooms to remote learning exposed critical
social, economic, and health-related stressors. Exposure to gaps in infrastructure and resources. Many students faced
stressors can lead to cognitive, emotional, and physical barriers such as limited internet access and a lack of electronic
fatigue, which may in turn place undue strain on the parent- devices, exacerbated by economic challenges that hindered
child relationship. their ability to engage in education. The pandemic led to
notable learning losses, increased risks of domestic violence,
Parents work remotely without access to childcare and heightened mental health issues, further complicating
according to (Pfefferbaum and North, 2020). Adolescents students' academic performance. As schools reopen,
transitioned to online schooling, with an increased burden for addressing these educational gaps requires comprehensive
managing learning falling on parents. Many families faced strategies and targeted support to ensure that disadvantaged
additional concerns related to job loss and food and housing students can rebuild their learning trajectories and achieve
insecurity, as well as long-term effects of isolation on family equitable educational outcomes. In conclusion, the transition
members’ mental and physical health. Additional family-level from classrooms to confinement has underscored the urgent
challenges included securing medical care for individuals with need for resilient educational frameworks that can withstand
chronic conditions, having inadequate supplies or access to future crises.
technological resources at home, and dealing with the
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