The Effects of E-learning on Teaching and Learning of Mathematical Concepts
CHAPTER ONE
Purpose of The Study
- Establish the impact of e-learning on teaching and learning of Mathematics 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 Mathematics students’ in Oshodi L.G.A. in Lagos State.
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).
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 Mathematics students in selected secondary schools in Oshodi L.G.A. of Lagos State
CHAPTER FOUR
PRESENTATION, ANALYSIS OF DATA AND DISCUSSION OF RESULT
Socio-Demographic Characteristics of respondents
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.
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