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Pedagogical and socio-emotional impacts of COVID-19 on Guinean school children: evidence from a mixed cross-sectional study

Author

Listed:
  • Stéphanie Maltais
  • Isabelle Bourgeois
  • Aissata Boubacar Moumouni
  • Sanni Yaya
  • Mohamed Lamine Doumbouya
  • Gaston Béavogui
  • Marie Christelle Mabeu
  • Roland Pongou

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.

Suggested Citation

  • Stéphanie Maltais & Isabelle Bourgeois & Aissata Boubacar Moumouni & Sanni Yaya & Mohamed Lamine Doumbouya & Gaston Béavogui & Marie Christelle Mabeu & Roland Pongou, 2023. "Pedagogical and socio-emotional impacts of COVID-19 on Guinean school children: evidence from a mixed cross-sectional study," International Journal of Development Issues, Emerald Group Publishing Limited, vol. 23(1), pages 128-141, September.
  • Handle: RePEc:eme:ijdipp:ijdi-05-2023-0128
    DOI: 10.1108/IJDI-05-2023-0128
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