Students’ Access To E-Learning Resources And Their Academic Achievement

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Students’ Access To E-Learning Resources And Their Academic Achievement


Abstract


The study is on students’ access to e-learning resources and their academic achievement. Several research works have been carried out on academic performance especially on students, but not much on e-learning students within the Nigerian educational system. There seems to be any study that focuses on the students’ access to e-learning resources and their academic achievement in college of education in Nigeria. In thiis work we are using students of Emmanuel Alayande College of Education, Lanlate, Oyo State, Nigeria as a case study.


Chapter One


Introduction

1.1 Background of the Study

Education is a key factor for sustainable development (Chimombo, 2005). The significance of education, especially in developing countries, is increasing because of progressing pressure to catch up with the developed world regarding, for example, global competitiveness (Hawkins 2002). Predictably, educational settings are different in developing countries than in developed countries, such as low quality of education and narrow possibilities in attending schools in rural areas because of far distances and high opportunity costs. Chimombo, 2005 opined that country-specific circumstances have to be improved regarding compulsory and free education to foster general access to education. In Article 26 of the 1948 UN universal declaration of human rights the right of obligatory and free education for everyone is already committed (UN Human Rights 1948).

The continual emergence of new technologies has placed academic staff under increasing pressure to react to these substantial changes within a very short and often unrealistic time-frame. As stated by Bates and Poole (2003), one of the major challenges of teaching with technology is that you cannot possibly keep up with the technology. The paradox of technology enhanced education is that technology changes very rapidly and human beings change very slowly. Electronic resources are regarded as the extract of information that are developed through modern information communication technology devices, refined and redesigned and more often stored in the cyber space in the most concrete and compact form and can be accessed at the same time from immeasurable points by a great number of audience.

E-Learning resources is not important than how much resources you have, than how feasible they are, in other words, resources should be readily accessible to all. Before the development of computer and internet technology, printed version of resources like books, journals, encyclopaedia, dictionaries, work books, and the likes played significant roles in learning process. Usually, these printed versions are not easily accessible to all and are also expensive in nature. For example, if two students want to refer to a particular book simultaneously, two separate copies of the same book must be needed in the library. Instead of having the printed version of the book, if we have electronic or e-version of the book, the same book can be easily accessed simultaneously by many and also can be accessed from their drawing room with the help of a personal computer. In this computer age, e-version of books, journals, etc or e-resources in general have become inevitable and hence it is very much needed to convert the printed version into e-version for future needs.

Consequently, the teaching and learning practices of Nigeria are undergoing a shift from the old methods to extensive usage of e-learning resources. However, little or no efforts have been recorded in the identification of influence and impact of e-learning on academic performance of student in tertiary institutions. As the use of e-learning is becoming more and more widespread in higher education it has become increasingly important to examine the impact that this learning style has on student’s performance. Therefore, this study was designed to investigate students’ access to e-learning resources and their academic achievement in college of education using Emmanuel Alayande College of Education, Lanlate, Oyo State, Nigeria.


1.2 Statement of the Problem

The importance of education is increasing because of increasing pressure to catch up with the developed world regarding, for example, global competitiveness (Hawkins 2002). Before the advent of e-learning many people who wanted to obtain tertiary degree had to compete for the few places that were offered by the public institutions. Those offered places had to apply for study leave as they had to go through the traditional learning system. This kind of further education system was characterized by limited number of students that could be absorbed per an academic year and consequent removal from their places of work for the duration of their study.

Several research works have been carried out on academic performance especially on students, but not much on e-learning students within the Nigerian educational system. There seems to be any study that focuses on the students’ access to e-learning resources and their academic achievement in college of education in Nigeria. Certainly, that is what this study will focus on using students of Emmanuel Alayande College of Education, Lanlate, Oyo State, Nigeria.


1.3 Research Questions

The following are some of the questions which this study intends to answer:

  1. What is the prevalence of e-learning among the students of Emmanuel Alayande College of Education?
  2. What are the prevailing factors that affect e-learning among the students of Emmanuel Alayande College of Education?
  3. What are the reasons for the use of e-learning among the students of Emmanuel Alayande College of Education?

1.4 Objectives of the Study

The main objective of this study was to investigate the student access to e-learning resources and their academic achievement in college of education.

However, the specific objectives were:

  1. To examine the prevalence of e-learning among the students of Emmanuel Alayande College of Education
  2. To establish the prevailing factors that affect e-learning among the students of Emmanuel Alayande College of Education
  3. To survey the reasons for the use of e-learning among the students of Emmanuel Alayande College of Education.

1.5 Significance of the Study

This study sought to investigate the students’ access to e-learning resources and their academic achievement in college of education. The study would provide knowledge and guidelines to that may be of help to policymakers. The research is therefore of importance for planners, and other social scientists. Finally, this study provides an input to the students, teachers and researchers in the areas of e-learning.


1.6 Scope of the Study

This study will cover undergraduate students of Emmanuel Alayande College of Education, Lanlate, Oyo State, Nigeria.


1.7 Limitation of the Study

Apart from time constraint faced by the researcher, another limitation was that the study did not consider all students studying through the e-learning mode but only focused on the students of Emmanuel Alayande College of Education, Lanlate, Oyo State, Nigeria.


1.8 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.


1.8 Organization of the Study

This research work is organized in five chapters, for easy understanding, as follows

  • Chapter one is concerned 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, Conclusion and Recommendation

5.1 Introduction

It is important to reiterate that the objective of this study was the Students’ access to e-learning resources and their academic achievement.

In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in evaluating the Students’ access to e-learning resources and their academic achievement.


5.2 Summary

This study was undertaken to determine Students’ access to e-learning resources and their academic achievement. The study opened with chapter one where the statement of the problem was clearly defined. The study objectives and research hypotheses were defined and formulated respectively. The study reviewed related and relevant literatures. The chapter two gave the conceptual framework, empirical and theoretical studies. The third chapter described the methodology employed by the researcher in collecting both the primary and the secondary data. The research method employed here is the descriptive survey method. The study analyzed and presented the data collected in tables and the hypotheses were tested using the chi square while the fifth chapter gives the study summary and conclusion.


5.3 Conclusion and Recommendations

E-learning strategies require a realization of the changes in both the demand for and supply of e-resources. Developing an e-learning strategy is essential in setting a course that will enable a university, faculty or department to achieve predetermined goals (Engelbrecht, 2003). It should be about providing a solution; a return on expectation; enabling learning and driving performance; motivating learners and encouraging organisations; and ensuring that it becomes interwoven into the fabric of the entire institution (Dublin, 2004). Education today has evolved considerably because of advances in Web technology. The Internet enables the ordinary person to have access to never-ending quantities of information and knowledge efficiently and conveniently. The growth of the World Wide Web, high-capacity corporate networks, high-speed desktop computers and all kinds of mobile devices will make learning available to people 24 hours a day, seven days a week around the globe. Since many traditional education organizations are using Web technology to deliver educational content, it is possible now for a high school student to seek assistance with mathematics questions at any time of the day or a graduate student at home to take some courses through long distance education. Web-based learning not only improves the achievement of students from kindergarten to university, but also enhances the productivity of the corporate workforce. Turbulent corporate environments, caused by market dynamics, have made knowledge and skills indispensable for effective performance in the workplace. There had been increased emphasis on keeping abreast with the latest advances in technology. However, it was only taken for granted that it had a positive impact on teaching and learning. In this work we found out that there is a significant relationship between e-learning and academic achievement and there is a significant difference between ratings of male and female students with regards to the hindering factors to students’ access to e-learning facilities


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Frequently Asked Questions


Does e-learning have a positive impact on academic achievement?

E-learning has been revealed in this study not to have a positive impact on academic achievement contrary to the expectations of this study. The paper also examines the data for the presence of interaction effects between e-learning study hours and socio-demographic characteristics.

What is student access to digital learning resources outside the classroom?

Student Access to Digital Learning Resources Outside of the Classroom focuses primarily on children between the ages of 3 and 18. Most indicators in the report summarize data from sample surveys conducted by NCES or household surveys conducted by the Census Bureau such as the American Community Survey (ACS)…

What is e-learning?

Schmidt 2005 holds that e-learning consists of conventional training, such as courses, ad-hoc training, selected learning objects, formalization through document collections and community formation which can be achieved via social software.

What is driving the growth of e-learning programs?

The growth of e-learning programs according to Lockwood and Gooley, 2002 is driven by the need for and potential of providing education in less expensive ways, increased access to information, effective learning and greater flexibility. 

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