Journal of Pedagogical Sociology and Psychology
The impact of COVID-19 pandemic on the learning preferences of public universities’ undergraduates: The case of Nigeria
Idowu O. Ayodeji 1 * , Ruth B. Awoyode 1
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1 Department of Mathematics, Obafemi Awolowo University, Ile-Ife, Nigeria
* Corresponding Author
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ARTICLE INFO

Journal of Pedagogical Sociology and Psychology, Online First, pp. 1-14
https://doi.org/10.33902/jpsp.202529011

Article Type: Research Article

Published Online: 12 Apr 2025

Views: 43 | Downloads: 23

ABSTRACT
The COVID-19 pandemic prompted the introduction of two new learning modes—remote and blended—within Nigerian higher education, which have important implications for pedagogical practices, particularly in the delivery of technical subjects such as mathematics. This study critically evaluates the influence of these emergent learning modes on the preferences of undergraduates in Nigerian public universities, with a specific focus on mathematics instruction. Employing a case study methodology, one of Nigeria’s oldest and largest public universities, which adopted remote and blended modes alongside the traditional face-to-face approach, was examined. A structured survey, administered to 314 respondents was analyzed using the Borda count technique. The empirical findings reveal a discernible shift in learning preferences, with the blended mode emerging as the most favoured, superseding face-to-face learning, while the remote mode was the least preferred. These results underscore the evolving nature of educational preferences among Nigerian undergraduates, particularly the growing appeal of hybrid learning environments. Furthermore, the study reaffirms the indispensable role of face-to-face interaction in the comprehension of mathematics. The findings suggest that future educational policy frameworks should prioritize the integration of both online and traditional learning modalities to optimize the delivery of mathematics education in public universities.       
KEYWORDS
Africa blended learning borda count face-to-face learning remote learning
In-text citation: (Ayodeji & Awoyode, 2025)
Reference: Ayodeji, I. O., & Awoyode, R. B. (2025). The impact of COVID-19 pandemic on the learning preferences of public universities’ undergraduates: The case of Nigeria. Journal of Pedagogical Sociology and Psychology. https://doi.org/10.33902/jpsp.202529011
In-text citation: (1), (2), (3), etc.
Reference: Ayodeji IO, Awoyode RB. The impact of COVID-19 pandemic on the learning preferences of public universities’ undergraduates: The case of Nigeria. Journal of Pedagogical Sociology and Psychology. 2025. https://doi.org/10.33902/jpsp.202529011
In-text citation: (1), (2), (3), etc.
Reference: Ayodeji IO, Awoyode RB. The impact of COVID-19 pandemic on the learning preferences of public universities’ undergraduates: The case of Nigeria. Journal of Pedagogical Sociology and Psychology. 2025. https://doi.org/10.33902/jpsp.202529011
In-text citation: (Ayodeji and Awoyode, 2025)
Reference: Ayodeji, Idowu O., and Ruth B. Awoyode. "The impact of COVID-19 pandemic on the learning preferences of public universities’ undergraduates: The case of Nigeria". Journal of Pedagogical Sociology and Psychology (2025). https://doi.org/10.33902/jpsp.202529011
In-text citation: (Ayodeji and Awoyode, 2025)
Reference: Ayodeji, I. O., and Awoyode, R. B. (2025). The impact of COVID-19 pandemic on the learning preferences of public universities’ undergraduates: The case of Nigeria. Journal of Pedagogical Sociology and Psychology. https://doi.org/10.33902/jpsp.202529011
In-text citation: (Ayodeji and Awoyode, 2025)
Reference: Ayodeji, Idowu O. et al. "The impact of COVID-19 pandemic on the learning preferences of public universities’ undergraduates: The case of Nigeria". Journal of Pedagogical Sociology and Psychology, 2025. https://doi.org/10.33902/jpsp.202529011
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