Authors : Agaba Albert

Volume/Issue : Volume 9 - 2024, Issue 9 - September

Google Scholar : https://tinyurl.com/23nyr2ye

Scribd : https://tinyurl.com/bduczppy

DOI : https://doi.org/10.38124/ijisrt/IJISRT24SEP1074

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : The COVID-19 pandemic has presented unprecedented challenges to students' academic performance worldwide. This study explores the effects of COVID-19 on the academic performance of secondary school children in Kyamuhunga Sub-County, Uganda, and proposes measures to mitigate these effects. The transition from traditional in-person classes to online learning disrupted education, exacerbating issues such as limited access to technology, internet connectivity, and the loss of face-to-face interaction. Additionally, increased stress and mental health issues further hindered academic performance. Various measures, including technology provision, adapted teaching methods, and mental health support, were implemented to address these challenges. These measures have shown potential in enhancing academic performance by promoting equal opportunities and fostering innovative learning approaches. Ultimately, the pandemic significantly impacted academic performance and overall well-being, necessitating continued efforts to support affected students.

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