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COVID-19 Pandemic and Strategizing the Higher Education Policies of Public Universities of Ethiopia

COVID-19 Pandemic and Strategizing the Higher Education Policies of Public Universities of Ethiopia

Chala Wata Dereso (Bule Hora University, Ethiopia), Kishor Chandra Meher (Bule Hora University, Ethiopia), and Abebe Asfawu Shobe (Bule Hora University, Ethiopia)
Copyright: © 2022 |Volume: 14 |Issue: 2 |Pages: 16
ISSN: 1941-6253|EISSN: 1941-6261|EISBN13: 9781683180616|DOI: 10.4018/IJSKD.2022040101
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MLA

Dereso, Chala Wata, et al. "COVID-19 Pandemic and Strategizing the Higher Education Policies of Public Universities of Ethiopia." IJSKD vol.14, no.2 2022: pp.1-16. https://doi.org/10.4018/IJSKD.2022040101

APA

Dereso, C. W., Meher, K. C., & Shobe, A. A. (2022). COVID-19 Pandemic and Strategizing the Higher Education Policies of Public Universities of Ethiopia. International Journal of Sociotechnology and Knowledge Development (IJSKD), 14(2), 1-16. https://doi.org/10.4018/IJSKD.2022040101

Chicago

Dereso, Chala Wata, Kishor Chandra Meher, and Abebe Asfawu Shobe. "COVID-19 Pandemic and Strategizing the Higher Education Policies of Public Universities of Ethiopia," International Journal of Sociotechnology and Knowledge Development (IJSKD) 14, no.2: 1-16. https://doi.org/10.4018/IJSKD.2022040101

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Abstract

The purpose of the research is to investigate the impact of COVID-19 on higher education policies and their effect on students' academic performance at public universities in Ethiopia. The study adopts a quantitative approach followed by causal analysis by applying structural equation modeling. A sample of 384 has been selected through simple random sampling out of a large population of academic staff spread homogeneously across Ethiopia. The study variables are COVID-19, higher education policies, digital learning, teacher preparedness, and student academic performance. The findings reveal that the hypothesized model becomes a perfect fit. Based on the standardized coefficient, the most influencing path is the effect of higher education policy on digital learning, followed by the impact of COVID-19 on higher education policy, academic performance, and teacher preparedness, respectively. The study has further observed the partial effect of teacher preparedness on the students' academic performance.

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