The Impact of Application of E-learning to the Teaching and Learning of Agriculture in Secondary Schools
CHAPTER ONE
Objective of The Study
- Establish the impact of e-learning on teaching and learning of Agricultural science in secondary schools in Oshodi L.G.A. in Lagos State.
- Examine the roles of Government and Private sector on the development of E-Learning in senior secondary schools in Oshodi L.G.A. in Lagos State.
- Determine the impact of e-learning on the improvement of the quality of education of Agricultural science students’ in Oshodi L.G.A. in Lagos State.
- Ascertain ICT as a key factor for assessing teaching and learning.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Theoretical Framework
Constructivism Theory
Constructivism is the theory that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. When learners encounter something new, they reconcile it with previous knowledge and experience. They may change what they believe, or they may discard the new information as irrelevant. To be active creators of their knowledge however, they must be able to ask questions, explore and assess what they know. In the classroom, the constructivist view of learning means encouraging students to use active techniques such as experiments and real-world problem solving using authentic data if possible, and to create knowledge and reflect on their understanding.
Constructivism modifies the role of the teacher so that teachers help students to construct knowledge rather than reproduce a series of facts. The constructivist teacher provides tools such as problem-solving and inquiry-based learning activities like in e-learning setup so that students can formulate and test their ideas, draw conclusions and inferences, and convey their knowledge in a collaborative learning environment. The teacher must understand the students’ preexisting conceptions and guide the activities to address this knowledge and then build on it. Constructivist teachers encourage students to assess how the activity is helping them gain understanding. By questioning themselves and their strategies, students become expert learners as they learn how to learn, with the use of computers online and/or offline. The students then have the tools necessary to become life-long learners.
The teaching-learning method in e-learning is assumed to be self-directed learning (SDL), which is supported by the educational philosophy of constructivism. According to constructivism theory, e-learning is an active information process because knowledge generation is accomplished through individual experience, maturity and interaction with one’s environment. Due to this point of view, the educational philosophy of constructivism is distinguished from objectivism in that the learner is regarded as a passive recipient of information (Rotter J.B 1989).
Learning performance in regards to e-learning is possibly lower than a crammed educational style based on objectivist educational philosophy, with the exception of a strategic approach relating to the efforts and studies for the pleasure of the self-learner. Lee et al., (2007) point that the SDL teacher is available as an assistant and guide for learning, not as a unilateral knowledge source and messenger. Learners enjoy e-learning by selecting knowledge and using it practically (Thatcher& Pamela, 2000).
CHAPTER THREE
RESEARCH METHODOLOGY
Design of the Study
This study will employ a descriptive survey design. Asika (2000) sees this design as suitable for studies involving collecting data on opinions and feelings of respondents over a period of time. It seeks to describe the variable associated with a phenomenon of interest.
Area of the Study
The area of the study will be Agricultural science students in selected secondary schools in Oshodi L.G.A. of Lagos State
Population of the study
The target populations for this study will include the 1500 students from four Secondary schools in Oshodi L.G.A. of Lagos State.
Sampling Size and Sample Technique
The researchers will randomly select Agricultural science students from four secondary schools in Oshodi L.G.A. in Lagos State. Sample size of one hundred (150) students out of 1500 students was selected. The selection of the sample size of students will be done using simple random sampling technique.
Instrument of Data Collection
A structured questionnaire will be designed and will be the main instrument for data collection. The questionnaire will consist of two sections, section A and section B. Section A will comprise of questions relating to biography of the respondents i.e. (age range, sex, class e.t.c.) that are clear and not personal, while Section B will consist of item statement which are derived from the research question.
Validity of the Instrument
The questionnaires to be used for this study will be thoroughly scrutinized by the supervisor and an expert in the field of Agriculture education and computer education for clarity, precision, and comprehension. The corrections and observations of these experts will be incorporated in the final instrument.
CHAPTER FOUR
PRESENTATION, ANALYSIS OF DATA AND DISCUSSION OF RESULT
Socio-Demographic Characteristics of respondents
From the table above, majority of the respondents (35.3%) were between 14-15 years of age, (34.7%) were between 12-13years, (30%) of the respondents were between 16.17 years of age.
Table showing the class distribution of respondents.
From the table above, most of the respondents wee in SS2, followed by 30% IN SS3, 26.7% were in SS1
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Summary
This research work attempts to answer questions on the roles of ICT on teaching and learning of students, the limitations and the challenges of its integration in education systems. Information communication technologies are influencing all aspects of life including education. They are promoting changes in working conditions, handling and exchanging of information, teaching-learning approaches and so on. One area in which the impacts of ICT is significant, is education. ICT is making major differences in the teaching approaches and the ways students are learning. ICT-enhanced learning environment facilitates active, collaborative, creative, integrative, and evaluative learning as an advantage over the traditional method. In other words, ICT is becoming more appropriate in the realization and implementation of the emerging pedagogy of constructivism that gives greater responsibility of learning for students. Several surveys are showing that ICT use in education systems of developed nations has comparatively advanced than ICT use in education systems of developing nations.
In addition, the major promises of ICTs use in education systems of developing countries focus on training teachers and students in new skills and introducing innovative pedagogies into the classrooms, investing on ICT infrastructure for schools and creating networks among educational institutes, improving overall standard of education by reducing the gap in quality of education between schools in urban and rural areas, initiation of smart school with objectives to foster self-paced, self-assessed, and self-directed learning through the applications of ICTs, and developing ICT policy for education and training. On the other hand, this article discusses the major limitations of ICT use in education as teacher related, student related, and technology related.
Conclusions
The role of ICTs in the education is recurring and unavoidable. Rapid changes in the technologies are indicating that the role of ICT in future will grow tremendously in the education sector.
- By observing current activities and practices in the education, we can say the development of ICTs within education has strongly affected on a. What is learned? b. How it is learned? c. When & where learning takes place d. Who is learning and who is teaching.
- ICT also focuses modification of the role of teachers. In addition to classroom teaching, they will have other skills and responsibilities. Teachers will act as virtual guides for students who use electronic media.
- Ultimately, the use of ICT will enhance the learning experiences of students. Also it helps them to think independently and communicate creatively. It also helps students for building successful careers and lives, in an increasingly technological world.
Recommendations
- We advise that both the teachers and the students should develop personal interest in the use of ICT.
- For sustainable integration of ICT in education, funding and other infrastructural issues should also be addressed
- ICT should be made compulsory in institutions and the educators should be given proper training on the effective use of ICT.
- ICT should be promoted all over the country and be made available and affordable to the people especially the educators and educational institutions.
- A stable power supply should be made available for the effective use of ICT in Nigeria.
- Teachers in the training institutions should be imbued with the skills and abilities of ICT literacy and sensibilities so that the knowledge and attitude acquired will cascade onto the learners that they come in contact with in the classrooms when they begin to practice.
- There is need to create an enabling environment for teacher education programs to strive toward producing highly qualified ICT literate teachers and teacher educators that would assist in making the integration and usage of ICT in schools a success.
- Nigeria also the need to develop a specific policy for ICT in education- a national policy for ICT in education will help to locate Nigeria in the emerging global knowledge based economy, coupled with strategic investment in education to enable greater productivity in the workforce and thus increased national competitiveness.
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