Impact Of E-Learning Facilities In Teaching Of Basic Science In Junior Secondary School

Impact Of E-Learning Facilities In Teaching Of Basic Science In Junior Secondary School
Abstract
This study focused on the impact of e-learning facilities in teaching of basic science in junior secondary school 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 basic science 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 junior 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
E-learning (EL) basically involves use and application of information and communication technologies (ICT) at web sites, personal computers (PCs), tablet PCs, cell phones, learning management system (LMS), televisions (TVs), radios and other means to improve teaching and learning processes. E-learning is really a unifying phrase accustomed to explain the areas associated with the internet, web-based instruction and technologies directions (Oye, Salleh and Iahad, 2010). In that respect, e-learning is substantially becoming a learning strategy in the realms of teaching, practical learning, skills training and development and many corporate functions as evidenced by massive development of web technologies.
The use of E-learning (EL) in education and training has been a priority in most European countries during the last decade, but progress has been uneven (Pelgrum, 2004). In most developed countries such as UK, schools have embedded the use of ICT in teaching and learning into the curriculum and demonstrate high level of effective and appropriate use to support teaching and learning Organization for Economic Cooperation and Development, (OECD, 2004).
Furthermore, (UNESCO, 2005) reiterates that those countries have integrated E-learning (EL) into their education system because of its profound implications such as enabling teachers and students to construct rich multi-sensory, interactive environments with almost unlimited teaching and learning potential. According to (Unwin, 2004), computers and internet can be used to increase teachers’ basic skills and subject mastery, to provide resources that can later be used in classroom, and to help teachers build familiarity with specific instructional approaches. (Privateer, 1999) also notes that E-learning (EL) is supposed to add value to education and to support more effective pedagogy to provide knowledge for learners and by enhancing communication that promotes learning. In addition, as E-learning (EL) becomes more pervasive, computer based equipment is integrated into every aspect of schools operation, having thus an influence on the student’s performance. A number of researchers including (Iding et al, 2000) among others assert that the use of ICT in teaching and learning can help learners become more knowledgeable. In addition to efforts to employ ICT to improve learning, the emergence of knowledge economy has also brought a much greater emphasis on education (Wong, 2003).
The federal government of Nigeria has called for advancement to socioeconomic development in various ways. One of which is the introduction of information, communication and technology (ICT) at all levels of education. In order to actualize this, a lot of curriculum reforms were put in place. According to Obioma (2006) there is plan to digitalize the science, technology and mathematics (STM) Curricula which implies the following:
Automating digital templates for teaching and learning or where expertise is not locally available. Domesticating existing digital templates from elsewhere to ensure that they are compliant with extant.
Establish relevant digital infrastructure to drive the application of the automated curricula (Obioma 2006).
E-learning such as internet, video conference, digital camera are useful for exchange and sharing of information through electronic media. The internet is an inter national net work of computers which enable individuals to have access to publication and transfer.
Basic sciences as one of the STM subjects is a physical science which is found to be abstract in nature. The need for the implication of basic sciences content through the use of ICT need not be overemphasized.
With the above intention, basic sciences is one of the STM subjects is a physical science which is found to be abstract in nature and need to be simplified through the use of ICT need not be over emphasized. The Objective of the new basic sciences curriculum as stated by Nigeria Educational Research Development Council (NERDC 2007: iv) in Achimugu (2013) include among others:-
- Develop interest in the subject basic sciences
- Acquire basic theoretical and practical knowledge and skills.
- Develop reasonable level of competence in ICT application that will engender entrepreneurial skills.
- Apply skills to meet society needs due to unemployment and wealth creation.
Considering the above objectives competences and application of ICT is apt in secondary school education. ICT has been viewed in many ways by several authors. Nzewi (2009) in Ezenduka and Achufusi (2013) describe ICT as a term used to describe technologies which receive, records, process, transmit and retrieve information. ICT occurs in several devices capable of converting images, sound and motion into digital forms. The role of ICT in teaching and learning is inevitable in this age of science and technology development. In developing countries like Nigeria, the use of ICT such as computers, internet, interactive video disk instruction, computer assisted instruction (CAI) computer based instruction (CBI), computer based learning (CBL), e-learning and so on for curriculum delivery have been Found to be effective in science, technology, engineering and mathematics (STEM) curriculum delivery (Okoli & Osuafor 2008).
Computer is useful in enhancing STM education using a variety of programmes internet is a platform where network of networks linking computers to computers and contains all sort of information including variety of education resources which is useful to both teachers and learners Education Trust fund (ETF, 2006) Oloruntegbe and Odutuyi (2003) opined that the use of additional media serve as supplement or/and complement the actual classroom and laboratory basic sciences activities and information for books. The overall benefit is that the learning of chemical concepts will be enhanced, retention and transfer of knowledge could be assured.
1.2 Statement of the Problem
The use of information and communication technology (ICT) in Nigeria education is lagging behind expectation and desire. This was revealed by the fact while most secondary schools have some computer equipment; only a fraction was equipped with basic ICT infrastructure necessary for teaching and learning. Essentially, ICT in education is used to promote information literacy that is the ability to access use, evaluate information from different sources so as to enhance teaching and learning, solve problems and generate new knowledge. Furthermore, United Nations and the World Bank affirms that ICT can increase access to education network for students, teachers and broaden availability of quality education material for emerging global economies.
This short fall in learning outcomes created a “gap” because it is at secondary schooling where returns to student education are highest and it is particularly important to acquire skills and competencies needed to become ideally empowered to respond to social change in societies for the better. But without ICT in education, students might lack the social empowerment that can make them compete with others favorably. Thus, failure to re-shape education practices to embrace ICT in schools in the district might be the main bottleneck preventing the students from acquiring equitable access of educational opportunities for quality education. Therefore, the researcher intended to find out the The Impact Of E-Learning Facilities In Teaching Of Basic Science In Junior Secondary School
1.3 Objectives of the Study
The Impact Of E-Learning Facilities In Teaching Of Basic Science In Junior Secondary School. The specific objectives of this study were as follows:
- To examine the availability of E-learning resources for Basic Science curriculum delivery In junior secondary schools
- The investigate the Utilization of E-learning resources for basic sciences teach and learning In junior Secondary schools
- To proffer a workable solutions to the problem of E-learning in junior secondary school s in Nigeria
1.4 Research Questions
The following research questions were used to guide the study.
- Are there any availability of E-learning for basic sciences curriculum delivery In Junior Secondary schools?
- To what extent are E-learning for basic sciences curriculum delivery utilized In junior Secondary schools?
1.5 Research Hypotheses
This study is guided by the following null-hypotheses tested at 0.05 level of significance.
- Ho1: there is no significant difference in availability of e-learning facilities between teachers and students in Fagge local government junior secondary schools.
- Ho2: there is no significant difference in utilization of e-learning facilities between teachers and students in Fagge local junior government secondary schools..
1.6 Significance of the Study
E-learning have the potential to play a powerful role in enhancing teaching and learning in schools and preparing students to acquire skills, knowledge and competencies to enable them compete in the emerging global ‘knowledge’ economy. Data and information obtained in this study would hopefully be used to provide various education stakeholders with information that ICT integration in schools held a great promise in developing economies like Nigeria.
The findings could also help the Ministry of Education in formulation of policies and strategies that can be used to enhance the academic standards in our schools. The study will also make possible recommendation towards increasing the use of ICTs in enhancing teaching and learning processes.
1.7 Scope of the Study
The study was conducted in some selected junior secondary schools that use computer assisted approach to learning.
The scope of the study was delimited to schools that had had ICT integration in their process of learning for the last three years since the introduction of ICT in the school.
1.8 Limitations of the Study
The use of E-learning in teaching and learning basic sciences is considered to be very crucial and therefore little time for the respondents to respond to the questionnaire would make the findings absolute. The students may have given responses that seemed not to portray the actual phenomena in the study because most of the tertiary institutions were in their early phase of ICT integration into teaching and learning characterized by patchy and coordinated provision and use. Further, the institutions were far apart and therefore, the long distance associated with poor road network within the district would negatively affect the study. It was also not possible to relate improvement in teaching and learning on only the use of ICT because many unobservable factors might also influence better outcomes of teaching and learning in schools.
1.9 Definition of Terms
The following terminologies have been used throughout this study:
Computer:
Refers to Electronic machine operated under the control of instructions stored in its own memory, that can accept data (input) manipulate data according to specific rules (process) produce results (out-put) and store the results for future use.
Computer Literacy:
Refers to people being able to use computer technology to facilitate the completion of necessary tasks and the solution of problems.
Curriculum:
Refers to a set of courses, and their content offered at school or university.
E-Learning:
Refers to the purposeful use of electronic systems or computer in support of learning process, Allen 2003.
Hardware:
Refers to tangible components of computers including processors, input, output communication and memory.
ICT Integration:
Refers to the process of using any ICT (Information resources on the web, multi-media programmes in CD-ROMs, learning objects or other tools) to enhance student teaching, William, 2003.
Impact:
Refers to the overall achievement of an intervention on the educational system and can be described by a variety qualitative of indicators such as improvements in national test results or improved learning in schools’ depending on the policy target. It is the end-point of an intervention involving input, process, output and outcome.
Informal Learning:
It refers to the life-long process whereby every individual acquires attitudes, values, skills and knowledge from daily experiences and the educative influences and resources in him or her environment, from the library and the ICTs, Colley, H. Hodkinson, P & Malcom J. 2002.
Information and Communication Technologies (ICTs):
Refers to networks that provide new opportunities for teaching, learning and training through delivery of digital contents, Prytherch 2000: 357. For the purpose of this study and in the context of curriculum, ICTs will refer to the range of tools and techniques relating to computer-based hardware and software, to information sources as the internet, audio and video tapes, CD-ROMs and DVDs.
Integration:
Refers to a sense of completeness or wholeness, Earle, 2002; by which essential elements of a system are seamlessly combined together to make a whole.
Pedagogy:
Refers to what the teachers do when they interact with children to support their learning. (Most educators would consider that pedagogy encompasses the beliefs and actions of teachers including their teaching strategies, the organization of learning experiences and the learning environment generally.
Questionnaire:
Refers to information data collection to be undertaken that consist of students, teachers and administrators on the resources required and ICT assisted educational support.
Software:
Refers to sets of instructions and data used by computers, sometimes referred to as computer programmes.
Student-Centered Teaching:
Refers to teaching that allows students to develop critical thinking and problem-solving skills, foster independent learning and enable students to be responsible for learning and collaborate with other contacts.
1.10 Organization of the Study
This research work is organized in five chapters, for easy understanding, as follows.
- Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
- Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
- Chapter three deals on the research design and methodology adopted in the study.
- Chapter four concentrate on the data collection and analysis and presentation of finding.
- Chapter five gives summary, conclusion, and recommendations made of the study.
Chapter Five
Summary, Conclusions and Recommendations
5.1 Introduction
This chapter summarizes the findings on the impact of e-learning facilities in teaching of basic science in junior secondary school using Fagge local government junior 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 impact of e-learning facilities in teaching of basic science in junior secondary school using Fagge local government junior secondary schools as case study. The study is was specifically focused on investigating the availability of e-learning facilities for teaching of basic science in Fagge local government secondary schools and determine the level of utilization of e-learning facilities by the teachers and and learning of basic science in Fagge local government junior 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 basic science Teachers and students in Fagge local government junior secondary schools.
5.3 Conclusion
Based on the result of the study, conclusion could be made that:
- Most junior secondary schools in Fagge local government have little or no basic e-learning facilities
- There is restriction on the available e-learning facilities in junior secondary schools in Fagge local government
- 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.
- 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:
- Government should improve the effort in providing basic e-learning facilities for secondary schools especially in Fagge local government
- Teachers should improve their competence in handling e-learning facilities for personal usage and in the teaching and learning activities.
- Both secondary school students and teachers should know how to maximize the available e-learning facilities for effective teaching and learning.
- 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
- Students should be taught how to use and handle available e-learning facilities to prevent damage and diminishing of such items.

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