Impact of E-learning on Academic Performance of Senior Secondary School Students in Computer Studies (A Case Study of Bassa Local Government Area, Kogi State)
Chapter One
Purpose of the Study
The study will be conducted with the following objectives:
- To investigate the relationship between e-learning and students’ academic performance.
- To determine the effect of audio-visual media on students’ academic achievement.
- To determine if the use of ICT enhances students’ learning in computer science as a school subject.
- To identify current challenges to students’ academic performance in computer science.
CHAPTER TWO
REVIEWED 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).
Facilitation Theory (The Humanist Approach)
Learning theory developed by Carl Rogers. One of the basic premises of this theory is that learning is possible because human beings have a “natural eagerness to learn” and they are responsible for and at the center of the learning process (person-centered learning). E-learning is possible only because individuals signed up in it are self-driven and eagerness to learn. The role of the teacher is to act as a facilitator- no amount of effort on the part of the teacher can guarantee success, unless the learner has a desire and predisposition to learn.
An interesting contribution of Rogers’s Facilitation Theory is the notion that learning involves changing one’s self-concept. Such changes may involve discovering one’s strengths or weaknesses. Learners in the e-learning setup have to perceive the possibility that there is in the e-learning system for knowledge acquisition. A freshly perceived self-concept has a consolidating impact on learning in that it allows the learner to attack a target skill with confidence or with an adjusted ‘updated’ approach.
Implicit in the non-direct facilitative approach is the assumption that learners can find the information by themselves (teachers merely facilitate that process), an assumption which downplays the role of information transmission and underestimates the contribution of teaching. Such a teaching model is obviously an idealization which is rarely found in its pure form in practice.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine Impact of e-learning on academic performance of senior secondary school students in computer studies. Selected secondary schools in Bassa local government area Kogi state form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain Impact of e-learning on academic performance of senior secondary school students in computer studies (A case study of Bassa local government area kogi state.). 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 addressing impact of e-learning on academic performance of senior secondary school students in computer studies
Summary
This study was on Impact of e-learning on academic performance of senior secondary school students in computer studies (A case study of Bassa local government area kogi state.). Three objectives were raised which included: To investigate the relationship between e-learning and students’ academic performance, to determine the effect of audio-visual media on students’ academic achievement, to determine if the use of ICT enhances students’ learning in computer science as a school subject and to identify current challenges to students’ academic performance in computer science. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from Bassa local government area Kogi State. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
This study explored the impact of e-learning on the academic performance of senior secondary school students in computer studies within Bassa Local Government Area of Kogi State. The findings indicate that e-learning significantly enhances students’ understanding and performance in computer studies by providing flexible, interactive, and accessible learning opportunities. Students who engaged with e-learning platforms demonstrated improved academic outcomes compared to those who relied solely on traditional teaching methods. However, the study also identified challenges such as limited access to technology, inadequate teacher training, and varying levels of student engagement, which can affect the overall effectiveness of e-learning.
The positive correlation between e-learning and improved academic performance underscores the potential of digital education tools in transforming the educational landscape, particularly in computer studies. Despite the obstacles, the benefits of e-learning suggest that with proper implementation and support, it can play a crucial role in enhancing educational outcomes.
Recommendations
- The government, along with educational stakeholders, should invest in providing necessary technological infrastructure such as reliable internet access, affordable devices, and e-learning platforms to ensure that all students can benefit from e-learning.
- Implement comprehensive training programs for teachers to enhance their proficiency in using e-learning tools and integrating them effectively into their teaching methodologies.
- Develop interactive and engaging e-learning content that caters to different learning styles and keeps students motivated and interested in their studies.
References
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