Availability And Utilization Of E-Learning Resources In The Teaching And Learning Of English In Fagge Local Government Secondary Schools

Project and Seminar Material for English Education

Availability And Utilization Of E-Learning Resources In The Teaching And Learning Of English In Fagge Local Government Secondary Schools


Abstract


This study focused on the availability and utilization of e-learning resources in the teaching and learning of English using Fagge local government secondary schools as case study. The study is was specifically focused on investigating the availability of e-learning facilities in Fagge local government secondary schools and determine the level of utilization of e-learning facilities by the teachers and and learning of English in Fagge local government secondary schools.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 636 responses were validated from the enrolled participants where all respondent are English Teachers and students in Fagge local government secondary schools.

The instrument used for the study was a questionnaire designed by the researcher titled “Students’ E-Learning Questionnaire” (STELQ). With r= 0.82. Findings of the study revealed that there is no significant difference in utilization of e-learning facilities between teachers and students in Fagge local government secondary schools. Again, the result revealed that there is a significant difference between students’ and teachers’ p (t(118)=-3.262, p<0.05) in e-learning Utilization and availability. Again, there is no significant difference in utilization of e-learning facilities between teachers and students in Fagge local government secondary schools. Finally, a significant difference was established between students’ and teachers’ utilization of ICT thus (t(118) = -3.262, p<0.05). The outcome of the study shows that due to inadequate e-learning facilities, there is limited access to e-learning facilities among senior secondary school teachers and students. Hence, it was recommended that stakeholders in secondary school education in Fagge local government should make concerted efforts to provide basic e-learning facilities in secondary schools within the study area.


Table of Content


  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One


Introduction

1.1 Background to the Study

Over the years, every facet of human endeavour has been completely altered by the revolution in the field of Information and Communication Technology (ICT). This technology is particularly crucial in the field of education that ultimately dictates the pace of development in other areas of life. To this end, teachers, educationists and administrators who seek to be relevant in the contemporary age are those with the prerequisite skills, competencies and capabilities to conceptualize and implement the electronic agenda for their various schools. Over the years, the senior secondary school curriculum in Nigeria – Africa’s most populous nation has been expanded with the inclusion of many science and vocational subjects in line with modern realities. As a result of this, the use of appropriate modes of interactive facilities is incumbent so as to ensure more effective and innovative lesson delivery and actualization of the intention of the curricular of those schools. These however, show the relevance of e-learning in our educational system.

The concept of e-learning refers to education or learning through the use of modern technology such as computers, digital technology, networked digital devices (Internet) and associated software and course ware (Wikipedia, 2014). As opposed to distance learning, e-learning is a term that is used to refer to all ICTs, networked, internet and other forms of electronic media that can be used to enhance teaching and learning so as to transfer knowledge and skills (Kasse and Balunwya, 2013). E-learning, otherwise referred to as computer based training (CBT), internet based training (IBT) or web based training (WBT), includes all forms of electronically supported teaching and learning activities for learners (Alabi, 2013). In e-learning, curriculum content in the form of texts, visuals, e.g. pictures, posters, videos, audio/sound, multicolor images, maps, and graphics, can be simultaneously presented on-line to students in both immediate locations (classroom model of e-learning) and various geographical distances (Distance Education model of e-learning).

E-learning is a term that describes educational technology users in fundamental structural changes that can be used to achieve significant improvements in productivity. Used to support both teaching and learning, technology infuses classrooms with digital learning tools, such as computers and hand held devices; expands course offerings, experiences, and learning materials; supports learning; builds 21st century skills; increases student engagement and motivation; and accelerates learning. Technology also has the power to transform teaching by ushering in a new model of connected teaching. This model links teachers to their students and to professional content, resources, and systems to help them improve their own instruction and personalize learning.

Online learning opportunities and the use of open educational resources and other technologies can increase educational productivity by accelerating the rate of learning; reducing costs associated with instructional materials or program delivery, and better utilizing teacher time that electronically or technologically learning and teaching (Wikipedia 2014). Developments in internet and multimedia technologies are the basic enablers of e-learning with consulting, contents, technologies, services and support being identified as the five key sector of the e-learning industry (European Commission 2000).

E-learning in education is the wholesome integration of modern telecommunications equipment and ICT resources, particularly the internet, into the education system. Adedoyin (2008) defined ICT as totality of methods and tools that are used in gathering, storing, processing and communicating information such as digital technologies, including: computer, scanner, printer, telephone, internet, digital satellite system (DSS), direct broadcast satellite (DBS), pocket-switching, fiber optic cables, and multi-media systems for collection, processing, storage and dissemination of information all-over the world. E-learning as an aspect of ICT is relatively new in Nigeria’s educational system. It is a departure from the conventional approach in curriculum implementation. The main purpose of e-learning is to transform the old methods and approaches to curriculum implementation and not to silence the curriculum or to extinguish or erase the contents of curriculum. E-learning is driven by the curriculum. It should follow the curriculum and should not rob the curriculum of its essence.

Regardless of the educational level or stage e-learning can be adopted, used or applied in education for effective teaching and learning. E-learning is a learner controlled, self paced education environment where the learner has authority over the learning environment; thereby allowing learners to work at their pace (Eke, 2011). It must be borne in mind that the change in education is the reason responsible for the paradigm shift from teacher centeredness through to learners centeredness (Kasse and Balunwya, 2013). Now, the extent to which e-learning assists or replaces other teaching and learning approaches is varied ranging on a continuum from none to fully online distance learning (Bates and Poole, 2013).

Commenting on the importance of e-learning in the modern era, Daniel (2009) had observed that e-learning plays an important role in professional development for adults in the workforce. As the world strives to meet development goals there is an increasing recognition of the potentials of e-learning to meet growing educational challenges, particularly in developing nations with high incidences of illiteracy and underdevelopment.

ICT in most public secondary schools has been integrated into the various syllabuses within the ICT teaching curriculum. Haughton (2013) explained that an ICT curriculum should set minimum standards that all children should achieve in the subject during their time at school. It should also ensure that the children learn ICT skills over a variety of areas to enable them to gain confidence in doing a range of ICT tasks (i.e. they should have access to a broad and balanced curriculum). According to Erstad (2006) and Krumsvisk (2006) curriculum for schools requires schools and teachers to acquire a high degree of ICT literacy in all subjects. As a result, ICT literacy has become mandatory in all fields and should be integrated into all subjects. ICT literacy describes the ability to make use of ICT in teaching, learning and work activities. One of the most critical questions asked by educators is: What is the long term impact of the introduction of ICT in the curriculum? Computers, in particular, have positive effects on learning and are motivating for learners (Reeves, 1998).

Similarly, the role of ICT in curriculum implementation is recognized by the Nigeria National Policy on Education (FRN, 2013, p. 53) where it stated that, ‘the government shall provide facilities and necessary infrastructures for the promotion of ICT and e-learning.’ It is against this background that the researcher intends to investigate the extent of availability and use of e-learning materials by teachers in secondary schools. This study sought to unravel the availability and utilization of e-learning resources in the teaching and learning of English in Fagge local government secondary schools.


1.2 Statement of Problem

The call for application of e-learning in secondary education is to infuse efficiency and effectiveness in curriculum implementation. However, studies have revealed that in developing nations including Nigeria, e-learning is challenged with the problem of material devices such as computer, computer laboratories, internet and e-mail facilities, videophone systems and teleconferencing devices, fax and wireless applications, digital library, digital classrooms, multimedia systems and the problem of multimedia course ware development among others as well as is dearth of trained teachers for e-learning, lack of facilities, infrastructures and equipment. While this may be responsible for the down turn in the competitiveness of the nation’s educational programmes when compared with other nations, this study seeks to particularly examine the veracity of this assertions in the modern era within the selected secondary schools arguably the largest city in the South Sahara. This study sought to investigate the availability and utilization of e-learning resources in the teaching and learning of English in Fagge local government secondary schools.


1.3 Objective of the Study

The main purpose of this study is to examine the availability and utilization of e-learning resources in the teaching and learning of English in Fagge local government secondary schools. The specific objectives are to:

  1. To investigate the availability of e-learning facilities in Fagge local government secondary schools.
  2. To determine the level of utilization of e-learning facilities by the teachers and and learning of English in Fagge local government secondary schools.

1.4 Research Questions

The following research questions were raised for the study:

  1. What ICT resources are available to enhance e-learning in selected secondary schools in Fagge local government secondary schools?
  2. To what extent are the ICT resources put to use in the advancement of e-learning amongst selected secondary schools in Fagge local government secondary schools?
  3. What challenges confront the deployment of ICT towards E-learning amongst selected secondary schools in Fagge local government secondary schools?

1.5 Hypotheses of the Study

The study was guided by the following research hypotheses:

  • Ho1: there is no significant difference in availability of e-learning facilities between teachers and students in Fagge local government secondary schools.
  • Ho2: there is no significant difference in utilization of e-learning facilities between teachers and students in Fagge local government secondary schools.

1.6 Significance of the Study

The purpose of this study was to look at the relationship between students’ access to e-learning tools and their educational achievement in college. The research would give information and advice that might be useful to policymakers. As a result, planners and other social scientists should take note of the findings. Finally, this research contributes to the field of e-learning by providing information to students, instructors, and researchers.


1.7 Scope of the Study

The study will analyze the availability and utilization of e-learning resources in the teaching and learning of English in Fagge local government secondary schools. The study is limited to some selected Secondary Schools in the area. Hence, the respondents for this study will be obtained from and among secondary school students in the study area.


1.8 Limitation of the Study

In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents. However, the researcher were able to manage these just to ensure the success of this study.


1.9 Definition of Terms

The following terms were used in the course of this study:

Academic Achievement:

Is the extent to which a student, teacher or institution has achieved their short or long-term educational goals.

Access:

A means of approaching or entering a place.

E-Learning:

Learning conducted via electronic media, typically on the Internet.

Student:

Learner or someone who attends an educational institution.


1.10 Organizations of the Study

The chapter one consist of the introductory part of the study which includes the study background, the statement of the research problem, the study objective and scope of the study. The second chapter is a critical review of other literatures relevant to the study and its objectives including the theoretical framework for the study. While the third chapter is methods of data collection, sampling and data analysis used in conducting the study. The fourth chapter centres around the research findings including an analysis of how it relates to previous findings. The fifth chapter consists of the summary of findings, conclusion and recommendations base on the study objectives.


Chapter Five


Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on the availability and utilization of e-learning resources in the teaching and learning of English using Fagge local government secondary schools 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 on the availability and utilization of e-learning resources in the teaching and learning of English using Fagge local government secondary schools as case study. The study is was specifically focused on investigating the availability of e-learning facilities in Fagge local government secondary schools and determine the level of utilization of e-learning facilities by the teachers and and learning of English in Fagge local government secondary schools.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 636 responses were validated from the enrolled participants where all respondent are English Teachers and students in Fagge local government secondary schools.


5.3 Conclusion

Based on the result of the study, conclusion could be made that:

  1. Most secondary schools in Fagge local government have little or no basic e-learning facilities
  2. There is restriction on the available e-learning facilities in secondary schools in Fagge local government
  3. Due to unavailable or limited access to basic e-learning facilities among students and teachers in Fagge local government, the level of utilization of e-learning facilities is poor.
  4. Students use e-learning facilities more than their teachers.

5.4 Recommendations

Based on the result of the study, the follow recommendations were made to improve students’ academic performance in the study:

  1. Government should improve the effort in providing basic e-learning facilities for secondary schools especially in Fagge local government
  2. Teachers should improve their competence in handling e-learning facilities for personal usage and in the teaching and learning activities.
  3. Both secondary school students and teachers should know how to maximize the available e-learning facilities for effective teaching and learning.
  4. Parents Teachers Association and other stakeholders in secondary schools education should liaise with the government in ensuring that the secondary schools in Fagge local government were adequately equipped with basic e-learning facilities
  5. Students should be taught how to use and handle available e-learning facilities to prevent damage and diminishing of such items.

Get Complete Project Material

6,000 Naira

The Complete Material Will Be Sent to You in Just 2 Steps

Quick & Simple…


Step One Purchase

Make Payment (Through Transfer) of ₦6,500 to the Account Below

Zenith BankAcc No: 1225513212
Samphina Academy
Current Account

Or CLICK HERE To Pay With Debit Card


FOR STUDENTS OUTSIDE NIGERIA
CLICK HERE To Purchase Material ($25)

Step Two Purchase

Send the Following Details on WhatsApp ( 08143831497) After Payment

  1. Payment Details

  2. TOPIC: Availability And Utilization Of E-Learning Resources In The Teaching And Learning Of English In Fagge Local Government Secondary Schools

The Complete Material Will Be Sent To You On WhatsApp After Receiving Your Details
T & C Apply


  Contact Our Help Desk


Need a Different Topic? Perform a Quick Search



List of Related Works

Click on Any Topic to Preview the Content

samphina.academy

Samphina Academy

Samphina Academy is an Online Educational Resource Center that is aimed at providing students with quality information and materials to aid them in succeeding in their academic pursuit.