Analyzing Students’ Attitude Towards The Adoption Of E-Learning (The Case Of Technical / Vocational Schools In Delta State)

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Analyzing Students’ Attitude Towards The Adoption Of E-Learning (The Case Of Technical / Vocational Schools In Delta State)


Abstract


This study was carried out on the examine students attitude towards the adoption of e-learning using Vocational and technical schools in Delta State Nigeria as case study. To achieve this 4 research questions were formulated. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of the students of two selected technical and vocational schools in Delta State, Nigeria. In determining the sample size, the researcher randomly selected 120 respondents while 100 respondents were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables and percentage. The result of the findings reveals that; e-learning is not generally accepted by technical and vocational students in secondary schools; e-learning does not contribute to the effective learning and acquisition of skills by students, e-learning affects students acquisition of technical and vocational skills and not all students have the necessary equipment and resources required to participate in e-learning. Based on the findings, the researcher opined that e-learning is essential to facilitate teaching and learning, however subjects that requires practical approach must be given the required time for easy skill acquisition by students and school managements should consider the availability of equipment and resources sufficient for all students before mandating the use of E-learning system.


Chapter One


Introduction

1.1 Background of the Study

The rapid growth of internet-based technology/innovations has resulted in many approaches to learning development, manifested in different forms of e-learning (Shawar, Al-Sadi, and Sane, 2007). The use of Information Communication Technology (ICT) at all levels of education is no doubt the catalyst for improving access to quality education by all and to acquire knowledge-based economy (Muiwa and Kyalo, 2013). Nowadays, Information and Communication Technologies (ICT) provide new possibilities for the creation of innovative effective environments of teaching and learning, by re-defining the educational frameworks and by deploying new learning facilities (Papadourakis, Kaliakatsos, and Paschaloudis, 2006). Moreover, the concept of lifelong, individualized learning engineered through online education is emerging as a major force in elementary, secondary, and higher education, as well as in professional training and development (Jones International University, 2002). Computer usage in secondary schools has made many positive impacts and developments into learning (Paris, 2004). These often supplement or replace traditional methods, enabling students to engage with their learning through various web technologies alongside or instead of face-to-face delivery. E-learning has been defined according to the contexts and environments where it operates (Asabere and Enguah, 2012). Al-Adwan, Al-Adwan and Smedley (2013), observed that e-learning is approached as a system that uses internet technology to deliver information to students with interactions through computer interfaces. Masrom (2007) defines e-learning as “learning facilitated and supported through the utilization of information and communication technology (ICTs)”. Its use in different educational processes is designed to Improve the performance of learning (Al-Adwan and Smedley, 2012). It may be used in many forms, i.e. as a supplement to traditional lectures, asynchronous distance learning, learning management systems or online learning (Concannon, Flynn and Campbell (2005). The combination of traditional learning (face-to-face lectures) exploring students acceptance of e-learning and web-based courses ¡s known as “blended learning”. This mixes the features of virtual and real environments to provide a holistic information production and enhance the students’ learning experience.

Providing a flexible and responsive learning experience frequently requires the involvement of modern information and communication technologies (ICTs) to enhance access to continuous professional development practices in today’s fast mobile work place environment. E-learning offers flexibility of time and place which allows higher education institutions and their student to deliver or receive learning materials in a more flexible manner. Concannon et al., (2005) state that the increased demand of integrating ICI into the educational. process due to the change of students’ demography places higher education. Institutions under pressure to utilize information and communication technologies at secondary schools.

Additionally, high schools through effective implementation of e-learning could attract and engage larger numbers of students. With the ever-present need to demonstrate value for money and maximize efficiency and effectiveness from training and development within an often restricted time and expenditure framework, the measurement of impact from enhancing knowledge management using technology ¡s of a constant interest and importance (Smedley, 2010). Despite the many advantages offered by e-learning systems, the transformation of the educational style presents various challenges that would significantly affect culture and the continuing need for the development of technological skills of students and staff (Al-Adwan and Smedley, 2012). Saade, Nebebe & Tan, (2007) point out that “in general, like any information systems, user acceptance and usage are important primary measures of system success”. Therefore, students’ involvement and acceptance must be considered; otherwise advanced systems will most likely fail.


1.6 Statement of the Problem

Many schools that offer e-learning services encounter various difficulties in terms of adopting successful strategies including the acceptance and effectiveness of delivering courses. More importantly, understanding students’ acceptance of e-Learning is considered the most major step toward implementing and developing a successful e-learning environment (Butorac, Nebic, and Nemcanin, 2001). It is essential that developers and school’ management understand how students perceive and participate in an e-learning environment along with how to apply an effective e-learning approach to improve the learning process (Kohang and Durante, 2003). Moreover, exploring students’ intentions and investigating the factors that impact on students’ beliefs about e-learning can help management to create new methods for attracting a larger number of students who are willing to be involved in e-learning systems (Park, 2009). Therefore, it is crucial to examine and analyze students’ attitude towards the adoption of e-learning particularly in technical/vocational schools in Delta State.


1.3 Objective of the Study

The main aim of this study is to examine students attitude towards the adoption of e-learning using Vocational and technical schools in Delta State Nigeria as case study.

However the specific objectives include;

  1. Examine if e-learning approach is accepted by technical and vocational students in secondary schools.
  2. Examine if e-learning will contribute to the effective learning and acquisition of vocational and technical skills by students.
  3. Examine if students has the necessary equipment and resources required to participate in e-learning.

1.4 Research Question

This study will be guided by the following questions

  1. Is e-learning accepted by technical and vocational students in secondary schools?
  2. Do e-learning contribute to the effective learning and acquisition of skills by students?
  3. Do E-learning affects students acquisition of technical and vocational skills?
  4. Do students have the necessary equipment and resources required to participate in e-learning?

1.5 Significance of the Study

This study will be of immense relevance and benefits to e-learning developers, students, teachers and school managements as the successful adoption of this e-learning system depends on students acceptability and affordability. Hence the findings of this study will serve a source of information required for decision making to school managements, teachers and developer. Students on the other hand, will find the study useful based on their interest to carryout a research similar to the one of concern.


1.6 Scope of the Study

This study is aimed at examining students attitude towards the adoption of e-learning with specific focus on determining if e-learning approach is accepted by technical and vocational students in secondary schools, determining if e-learning will contribute to the effective learning and acquisition of vocational and technical skills by students and determining if students has the necessary equipment and resources required to participate in e-learning. Hence this study is delimited to selected vocational and technical schools in Delta state, Nigeria.


1.7 Limitation of the Study

This study is delimited by by various factors ranging from time frame of the study, financial Implication necessary for the success of this study and inadequate availability of materials need carry out the study. More also ethical issues and organizational politics which arise at the course of this study was an impediment factor to this study.


1.8 Definition of Terms

Attitude:

This is a way of feeling or acting toward a person, thing or situation.

Adoption:

The act of accepting, embracing, or starting to use something, as an idea, behavior, characteristic, or principle:

E-learning:

A learning system based on formalized teaching but with the help of electronic resources is known as E-learning


Chapter Five


Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings into the examination of students attitude towards the adoption of e-learning using Vocational and technical schools in Delta State Nigeria as case study. The chapter consists of summary of the study, conclusions, and recommendations.


5.2 Summary of the Study

In this study, our focus was to examine students attitude towards the adoption of e-learning using Vocational and technical schools in Delta State Nigeria as case study. The study specifically was aimed at examining if e-learning approach is accepted by technical and vocational students in secondary schools, if e-learning will contribute to the effective learning and acquisition of vocational and technical skills by students and if students has the necessary equipment and resources required to participate in e-learning.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 100 responses were validated from the enrolled participants where all respondent are active students of the selected schools in Delta State, Nigeria.


5.3 Conclusions

Based on the findings of this study, the researcher made the following conclusion;

  1. E-learning is not generally accepted by technical and vocational students in secondary schools.
  2. E-learning does not contribute to the effective learning and acquisition of skills by students.
  3. E-learning affects students acquisition of technical and vocational skills.
  4. Not all students have the necessary equipment and resources required to participate in e-learning.

5.4 Recommendations

Having made the findings and conclusion for this study, the researcher recommended that;

  1. E-learning is essential to facilitate teaching and learning, however subjects that requires practical approach must be given the required time for easy skill acquisition by students.
  2. School managements should consider the availability of equipment and resources sufficient for all students before mandating the use of E-learning system.

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