Pedagogical and socio-emotional impacts of COVID-19 on Guinean school children: evidence from a mixed cross-sectional study
International Journal of Development Issues
ISSN: 1446-8956
Article publication date: 26 September 2023
Issue publication date: 21 March 2024
Abstract
Purpose
This study aims to determine the pedagogical and socio-emotional impacts of school closures caused by the COVID-19 pandemic in Guinea.
Design/methodology/approach
A descriptive, survey-based methodology was used to collect quantitative and qualitative data directly from parents and caregivers. Between February 24 and March 13, 2022, data was gathered from a study population comprising 2,955 adults residing in five communes and five prefectures of Guinea.
Findings
Half of all respondents stated that school closures had no particular impact on children in their household, and 42% stated that no intentional pedagogical activities took place during school closures. Approximately 15% of respondents stated that children experienced boredom, loneliness, sadness, depression, stress and anxiety during the school closures.
Originality/value
The study underscores the significance of school closure readiness and interactive learning while revealing limited emotional impact on children. The findings, while specific to Guinea, provide a foundational understanding, highlighting the complexity of pandemic effects on education and the need for adaptive strategies in vulnerable regions.
Keywords
Acknowledgements
The authors wish to thank all the respondents to the survey and Santé Plus Organisation. The authors also acknowledge generous research support from the Social Science and Humanities Research Council (SSHRC) of Canada.
Funding: This work was supported by the Social Sciences and Humanities Research Council (SSHRC) of Canada’s Insight Grant # 435-2021-1148.
Author contributions: R.P., S.Y., S.M. and M.C.M. contributed to the study design and conceptualization. S.M., I.B. and A.B.M. performed the data analysis. S.M. and I.B. wrote the first draft of the paper. All authors read and amended drafts of the paper and critically reviewed the manuscript for its intellectual content. S.M. had final responsibility to submit, and she is the guarantor of this study. All authors approved the final version.
Citation
Maltais, S., Bourgeois, I., Moumouni, A.B., Yaya, S., Doumbouya, M.L., Béavogui, G., Mabeu, M.C. and Pongou, R. (2024), "Pedagogical and socio-emotional impacts of COVID-19 on Guinean school children: evidence from a mixed cross-sectional study", International Journal of Development Issues, Vol. 23 No. 1, pp. 128-141. https://doi.org/10.1108/IJDI-05-2023-0128
Publisher
:Emerald Publishing Limited
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