Embed Size (px)
Citation preview
ELECTRONIC LEARNING AND STUDENTS’ ACADEMIC PERFORMANCE
BY
ADEWUSI, ADEBAYO YUSUF
MATRIC NO.: 0603778
A PROJECT SUBMITTED TO THE DEPARTMENT OF EDUCATIONAL FOUNDATIONS AND MANAGEMENT, FACULTY OF EDUCATION, UNIVERSITY OF ADO-
EKITI, EKITI STATE, NIGERIA.
IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF BACHELOR OF SCIENCE
DEGREE IN EDUCATION B.Sc (Ed) IN ECONOMICS
MARCH,
2011.
1
CHAPTER ONE
INTRODUCTION
Background to the Study
The word Electronic Learning was observed as a strange
word which was used for the first time in a professional
environment during a Computer-Based Training (CBT) Systems
seminar in Los Angeles in October, 1999. It was considered to
be a way to learn based on the use of new technologies
allowing access to online, interactive and sometimes
personalized training through the internet or other electronic
media (intranet, extranet, Compact Disk-Read Only Memory
(CD-Rom, etc).
Considering E-Learning Evolution as pointed out by Cooke,
2004, it was noted that in the early 1990s, many companies
were using videotape-based training for their employees. At
this point, the industry...represented a very small market and
lacked the capability of upgradement which is so important in
today’s applications (Cooke, 2004). It was also noted that the
idea of putting training on video was a good one, though it was
2
lacking in a few area; (i) customization based on needs of
users, (ii) could not be upgraded and (iii) it was expensive to
maintain. These videos often had limited interactions which led
to the nearly impossible task of tracking progress and
assessment (Cooke, 2004).
Since it was obvious that video was not the best solution,
a new form of Computer-Based Training evolved which include;
Windows 3.1, Macintosh, Compact Disk- Read Only Memory
(CD-ROM), PowerPoint, etc and they marked the technological
advancement of the multimedia era (Kiffmeyer, 2004). At this
point, the problem of checking in and out videos was eliminated
as Compact Disk-Read Only Memory (CD-ROMs) were cheaply
produced and Employees could simply pop in a Compact Disk
(CD) to their personal computer at their desk and complete
their training.
Although, the Compact Disk-Read Only Memory (CD-ROM)
Computer-Based Training was made in an advance way but it
still lacked the ability to track employee’s performance in a
central database and it was also not as easy to upgrade. These
challenges made people in the field of e-learning realized the
3
fact that you cannot put information on the web without a
learning strategy for the users... In order for technology to
improve learning, it must fit into students’ lives... not the other
way around. As a result, e-learning was born (Clark, 2002).
One of the first innovations in actual e-learning was the
Learning Management System (LMS), it offered off-the-Shelf
Platforms for front-end registration and course cataloguing, and
they tracked skills management and reporting on the back-end,
(Clark, 2002) and this enabled schools and companies to place
courses online and be able to track students’ progress,
communicate with students effectively and provide a place for
real-time discussions. It was also observed that the e-
Classroom evolved shortly after the Learning Management
System (LMS), which are ... web based synchronous events with
integrated computer-based training and simulations (Clark,
2002).
The development of Electronic Learning revolution would
not have come into light if not for some other educational
revolutions which Billings and Moursund (1988) cited as; (i) the
invention of reading & writing, (ii) the emergence of the
4
profession of teacher/scholar, (iii) the development of moveable
type, (iv) the development of electronic technology.
Of recent, interest in the use of electronic network to
support distance learning around the world has increased by
enabling computer media conferencing and collaborative
learning to take place and by providing access to electronic
libraries (Hall, 1996; Panos, 1998 in Agagu et al, 2006). The use
of new multimedia technologies and the internet in learning is
seen as a means to improve accessibility, efficiency and quality
of learning by facilitating access to resources and services as
well as remote exchanges just as Rozina, 2002 attested to the
fact that there have been modern achievements in the field of
computer and communication technologies and that it has
offered tremendous opportunities for learning by electronic
means.
E-learning is learning mediated by an open set of all kinds
of technology. The set is open because new technologies are
yet to come and it is the use of Information and Communication
Technology (ICT) which includes Computer Networks,
Communication and Mobile Technologies to enhance and
5
extend learning. These technologies help deliver and make
education and information accessible to whoever needs it. In
the traditional education settings, the student’s assimilation of
knowledge, excluding other factors, always depend on how well
the teacher or lecturer passed the knowledge but with e-
learning, the focus is no longer on the teacher, but on both
lecturer and student. It has also been observed that computer
has become the most useful tool, not only in the corporate
world but also in the pedagogical settings. The connection of
the computer and internet became the second library of the
students and through the internet; the students can learn to
develop not only their communication skill but gathering
additional knowledge and skills.
E-learning is beneficial to education, corporations and to
all types of learners. It is affordable, saves time, and produces
measureable results. E-learning is more cost effective than
traditional learning because less time and money is spent
travelling.
Flexibility is a major benefit of e-learning. E-learning has
the advantage of taking class anytime and anywhere.
6
Education is available when and where it is needed. E-learning
can be done at the office, at home, on the road, 24 hours a day,
and seven days a week. E-learning also has measurable
assessments which can be created so that both the instructors
and students will know what the students have learnt, when
they have completed courses, and how they have performed.
Students’ enjoy e-learning because it accommodates
different types of learning styles. Students’ have the advantage
of learning at their own pace. Learners can fit e-learning into
their busy schedule and if they hold a job, they can still be
working with e-learning. If the learner needs to do the learning
at night, then this option is still available.
Another advantage of e-learning is that, it encourages
students’ to take personal responsibilities for their own learning
and when learners succeed, it builds self-knowledge and self-
confidence in them. It also allows students to select learning
materials that meet their level of knowledge, interest and what
they need to know in other to perform more effectively in an
activity.
7
Despite the number of advantages e-learning has, it has
also been noticed that learning in an electronic environment
like Nigeria is of great challenge because of so many factors
which includes; difficulties with computers and internet access,
electricity, inadequate skill etc. Many problems and challenges
of e-learning are not only technological but also socially,
educationally, economically and culturally sensitive which has
been attested by Tuzlukova, (2004).
Another disadvantage of e-learning is slow internet
connections or older computers which can make accessing
course materials difficult and cause the learners to get
frustrated and give up. Managing computer files and online
learning software is another problem to a computer learner and
they might also have problem/trouble installing software that is
required for the class.
A student is described by the Oxford Advanced Learner’s
Dictionary as a person, usually over the age of 16, who is
studying at the University or College. Hence, the college is
regarded as the pre-tertiary Institution which is divided into
two; the Junior Secondary School and the Senior Secondary
8
School. In the Senior Secondary School, the students’ are
classified into different departments based on their ability and
effectiveness which are; Science, Commercial and Art. The
University is regarded as the Post Secondary School Education
and it offers Bachelor’s Degree after its successful completion
to the students’. The students’ in the University are also
regarded as undergraduates and the Nigerian perspective of an
undergraduate degree (excluding Medicine, Law, Architecture,
and Engineering) are four year based course. Law and
Engineering courses usually take five years to complete
studies, while Medicine and Architecture takes Six (6) years to
complete course/studies.
Some objectives of Universities are; (i) to advance
knowledge through teaching, scholarly research and scientific
investigation, (ii) to promote learning in its student body and in
society generally, (iii) to foster a capacity for independent
critical thinking amongst its students, (iv) to educate, train and
retrain higher level professional, technical and managerial
personnel, (v) to disseminate the outcomes of its research in
the general community e.t.c.
9
During the years of study in the University,
undergraduates are usually exposed to several learning
activities in other to meet the educational objectives and the
exposure of students to technological gadgets like; Computer
and multi-media devices which aids e-learning, video
conferencing, e-registration, e.t.c plays an active role in the
academic achievement of a student. Owning the fact that e-
learning is the convergence of learning process and the
Internet Information, the Ministry of Education and the National
University Commission standard must be commended, that the
Nigerian students must be taught Computer and they must be
able to use it effectively. In the research carried out by Manir
(2007) on the availability and utilization of the internet found
that in the nearest future, educational programs by electronic
means will cover from forty (40) to fifty (50) percent of learning
time in Nigerian universities. The dynamic process promises a
fundamental change in all aspects of our lives, including
knowledge dissemination, social interaction, business practices,
political engagement, media, education, health, leisure and
entertainment. The speed of global technological and economic
transformation demands urgent action to turn the present 10
digital division into digital opportunities for all. Poor access to
the internet in Nigeria is widely acknowledged by Manir (2007)
Adeya and Oyeinka, (2002).
Statement of the Problem
It has been observed that awareness of e-learning among
the universities is very high but investment and commitment to
develop an e-learning application is very poor and below
expectation. Most of the staff and students in the universities
only use internet related e-learning site just for the sake of
finding related information for their researches since their
libraries cannot afford to provide them with adequate and
current materials.
There is also a noticeable increase in the inexperience of
students in using electronic media devices to improve their
learning experience.
Purpose of the Study
11
This study is carried out in other to know the impact of
Electronic learning on students’ Academic performance. It is
also carried out to know student’s view/attitude towards e-
learning and lastly, to analyse the factors that will help
overcome the problems of implementing e-learning.
Research Questions
For the purpose of this study, the following questions were
raised;
i. How does technology as well as the idea of E-learning
help the students’ develop their learning capacity?
ii. How does Electronic learning function as an effective
tool in facilitating the learning and academic
performance of the students?
iii. Are energy related problems responsible for the non-
adoption of e-learning?
iv. What are the attitudes of students to the use of
computer and internet?
12
Research Hypothesis
i. There is no correlation between technology and students’
learning capacity.
ii. There is no significant relationship between Electronic
learning and students’ academic performance.
iii. There is no significant relationship between energy related
problems and non-adoption of Electronic learning.
iv. There is no relationship between the use of computer and
internet.
Significance of the Study
This study will provide the impacts of Electronic learning
on Students’ Academic Performance, it will benefit students,
lecturers, university Authority and the society at large. It will
also reveal the latent problems of non-adoption of Electronic
learning in the University of Ado-Ekiti (UNAD) and the Federal
University of Technology, Akure (FUTA).
13
Delimitation of the Study
The study covers University of Ado-Ekiti, Ekiti states
(UNAD) and Federal University of Technology, Akure (FUTA).
Definition of Terms
Electronic: It is a gadget/appliance that uses electricity or
battery and varies in size and functions.
Learning: It is the acquisition of knowledge.
Student: This is a general name given to individuals within
the four walls of a school/an institution or a name given to
individuals who are acquiring knowledge in a school or in
an institution.
Academic: It deals with the educational life of an
individual.
Performance: This is the grade/output of an individual
after a test had been conducted.14
CHAPTER TWO
REVIEW OF RELATED LITERATURE
This chapter reviews Electronic Learning and Students’
Academic Performance under the following sub-headings;
Concept of E-Learning
Development of E-Learning in Nigerian Schools.
Infrastructures available for E-Learning.
Attitude of Students’ to the use of Computer & Internet.
Importance of E-Learning on Students’ Academic
Performance.
Challenges of E-Learning in Nigeria.
Summary
15
Concept of E-Learning
The word E-Learning can be referred to as the delivery of
a learning, training or education program by electronic means.
E-learning involves the use of a computer or electronic device
(e.g a mobile phone) in some way to provide training,
educational or learning material (Derek Stockley 2003).
Hedge and Hayward (2004), defined it as an innovative
approach for delivering electronically mediated, well designed,
learner centred and interactive learning environment to
anyone, any place, anytime by utilizing the internet and digital
technologies in concern with instructional design principles.
E-learning is best described as the online learning and the
networked learning through the use of the computer based
education, computer-based instruction, and computer
supported learning, the distance or obstacles in education is
not anymore part of the boundary that limits the
professionalism especially on the college students (Coldwell, e
al., 2008).
Another description of E-learning is in-terms of its social
context and its ability to offer learners the option of working 16
outside structured educational environments. It can also be
considered as an electronic means to access information and
learn about a topic, be it for personal interest, job at hand or
career advancement.
In the USA, it is defined as a planned teaching/learning
experiences that uses a wide spectrum of technologies, mainly
internet or computer-based, to reach learners. Lately, in most
universities, e-learning is used to define a specific mode to
attend a course or programme of study where the students
rarely, if ever, attend face-to-face for on-campus access to
educational facilities, because they study online.
Trinidad, (2002), Keller and Cerenud, (2002) in Awoleye,
(2005) extended this further and defined e-learning in the
context of the internet as the use of a web-based or online
courses that feature the use of tools such as electronic mail,
video-conferencing, electronic bulletin, board system and chat
channels, in combination with web pages and sites.
Islam (1997) emphasized that E-learning is all about
learning with the use of computers and that learning with the
use of computer is simply online ways of acquiring knowledge
17
through the internet or through the offline (CD-Rom). The
online involves the use of internet Explorer/Navigator. It may be
inform of Audio, Visual and or Audio/Visual. The convergence of
the internet and learning, or internet enabled learning is called
e-learning.
E-learning can also be regarded as learning mediated by
an open set of all kinds of technology. The set is open because
new technologies are yet to come. It is the use of Information
and Communication Technology (ICT) which includes computer,
networks, communication and mobile technologies to enhance
and extend learning. These technologies help deliver and make
education and information accessible to whoever needs it. In
the traditional education setting, the students’ assimilation of
knowledge, excluding other factors, always depend on how well
the teacher or lecturer passed the knowledge but with e-
learning, the focus is no longer on the teacher but both teacher
and student especially, who takes advantage of technology to
varied resources of knowledge made available by existing
technology.
18
Student Learning
Studies show that e-learning can help increase student
engagement, motivation, and attendance. Likewise, it can
improve performance on core subjects (courses) and foster the
development of 21st Century skills, whether in mature or
emerging countries.
Performance:
A meta-analysis of 42 peer-reviewed papers
published between 1996 and 2003 found a positive
significant correlation of 0.448 with cognitive
outcomes, indicating that average students who used
technology would be at the 66th percentile while
average students without technology would be at the
50th percentile. The authors observed that ‘the
overall effects of technology on student outcomes
may be greater than previously thought’. (Waxman
et al, Global).
19
In South Africa, a three year randomized controlled
study of the large-scale Khanya project showed math
scores were significantly higher for students who
participated in a technology program. Khanya is an
award-winning project to provide a technology-rich
environment and professional development activities
to students and teachers throughout Western Cape
region. (Wagner et al, South Africa).
A meta-analysis of over 500 studies indicated that
students receiving computer-based instruction tend
to learn more in less time. (Chinien, Global).
E-Learning Technology
Due to the fact that the volume of data that is been
transferred during the process of e-learning is high, hence the
need for such a technology that could transfer high volume of
multimedia files such as video, text, data, audio, images, etc.
The technology that best fit is the Very Small Aparture Terminal
(VSAT).
20
E-learning through Very Small Aparture Terminal (VSAT) is
convergence of technology, services and knowledge base. This
provides a facility and framework for Tele-Education and
enables the live classroom session to be broadcasted over the
VSAT, Wide Area Network (WAN) and internet communication
Channels. It consists of a HUB Station, which is a satellite earth
station and a studio for video broadcasting of the lecturers.
Apart from these, other related Hardware and softwares are
used to effectively deliver the contents across. The HUB will
interconnect the Very Small Aparture Terminals (VSATs) all over
the places where the colleges are present, establishing the
communication link in Ku band. Virtual Tele EDTM is one such
solution based on VSAT.
Virtual Tele EDTM
Virtual Tele EDTM is a combination of learning services and
technology using Very Small Aparture Terminals (VSAT) to
provide high value integrated learning at any time and any
place. The virtual Tele-Ed Agent acts as a Teacher unit for
presentation of the subject over the online. The significant
features are;
21
Support educational organisation with any number of
remote students.
Platform independent and modular architecture.
Robust and secure Java enabled framework.
Distributed, reusable, and integrated learning and
training.
Integrated audio, video and data presentation in a live
broadcast.
Extensive multicasting capabilities through TCP/IP
channels.
Extensive synchronous and asynchronous collaboration
tools for knowledge sharing.
A user-friendly interface and powerful data manipulation.
Usable both in intranet and internet.
Comprehensive integrated support for richer
communication and activities.
In higher education especially, the increasing tendency is
to create a Virtual Learning Environment (VLM) in which all 22
aspects of a course are handled through a consistent user
interface standard through the institutions. A growing number
of physical universities, as well as newer online-only colleges,
have begun to offer a set of academic degree and certificate
programs via the internet at a wide range of levels and in a
wide range of discipline. While some programs require students
to attend some campus classes or orientations, many are
delivered completely online.
E-Leaning and Information and Communication
Technology (ICT)
E-Learning is positively correlated with Information and
Communication Technology (ICT) therefore, it cannot be
isolated. Information and Communication Technology (ICT) as
defined by (Association of African Universities, 2000) is a
shorthand for the computers, softwares, networks, satellite
links and related systems that allow people to access, analyse,
create, exchange and use data, information and knowledge in
ways that were almost imaginable.
23
Ogechukwu Iloanusi & Charles Osuagwul (2009) referred
to Information and Communication Technology (ICT) as the
processing and maintenance of information, and the use of all
forms of computer, communication, network and mobile
technologies to mediate information.
Communication technologies include all media employed
in transmitting audio, video, data or multimedia such as cable,
satellite, fibre optics, wireless (radio, infra-red, Bluetooth, WiFi).
Network technologies include Personal Area Networks (PANs),
Campus Area Network (CAN), Intranets, Extranets, Local Area
Networks (LANs), Wide Area Networks (WANs), and the
internet. Computer technologies include all removable media
such as optical disks, disks, flash memories, video books,
multimedia, projectors, interactive electronic boards, and
continuously emerging state-of-the art Personal Computers
(PCs). Mobile technologies comprise mobile phones, PDAs,
Palmtops, etc. These technologies have information as their
material object.
Information and Communication Technology (ICT) applied
to education enhances the delivery and access to knowledge,
24
and improves the curriculum. It produces richer learning
outcomes compared to education without ICT. It encourages
critical thinking and offers unlimited means of achieving
educational goals. The key thing is not in ICT itself, but in
understanding ICT and effectively employing it in the delivery
of knowledge and reaching goals in less time. Information and
Communication Technology (ICT) is used as a means but not an
end.
Status of Information and Communication Technology
(ICT) in Nigerian Educational Institutions
The goals of Information and Communication Technology
(ICT) in education should embrace these four approaches;
Emerging, Applying, Infusing and the Transforming approaches.
The last three phases are functional approaches. There are few
sectors within the Nigerian economy that have progressed
beyond the emerging phase. It is estimated that 90% of
Nigerian educational institutions are in the Emerging phase, 7%
in the Applying phase, and 3% in the Infusing and Transforming
phases. Information and Communication Technology (ICT) is
25
therefore in its infancy in Nigeria and the amount of work to be
done in this aspect is enormous.
Development of E-Learning in Nigerian Schools
The development of e-learning in Nigeria could be traced
back to the development of telecommunication which began in
1886 when e-cable connection was established by the colonial
masters between Lagos and the colonial office in London to
transmit information and receive feedback. By 1893, all
government offices in Lagos were provided with telephone
service for easy communication, feedback and easy access and
later all other parts of the country were provide with telephone
services. The country has less than 11 Internet Service
Providers (ISPs) in the year 2000, but by the year 2006, it has
risen to above 100 and many got connected to the information
super-highway, through broadband Very Small Aparture
Terminal (VSAT) connection. In Nigerian schools, the
commonest type of e-learning adopted is in form of lecture
note on CD-ROM which can be played as at when the learners
desires. The challenge of this method is that the numbers of
26
students per computer in which these facilities are available
are un-interactive as compares to when lectures are been
received in the classroom. Some institutions adopted the use of
intranet facilities. However, this is not well maintained because
of incessant power problem and high cost of running
generating set. Most students in Nigeria go to the Cyber cafe
but because there are people of diverse intension on the net at
the same time, and the band width problem, a multimedia
interactive cannot be done. Despite all these and other
challenges facing e-learning in Nigeria educational institution,
institutions such as University of Ibadan, Obafemi Awolowo
University, University of Benin, University of Abuja, University
of Lagos, National Open University of Nigeria among others has
the facilities for e-learning.
A very high number of Nigerian universities are aware of
e-learning but investment and commitment to develop its
application is very poor and below expectation. Most times, the
university staff and students only use internet related e-
learning site just for the sake of finding related information for
their researches, since their libraries cannot afford to provide
them with adequate and current materials but not for the sake 27
of real online learning. Some universities have web page and
others are in trend of creating a web page, which is usually for
advertisement of the university but not for the e-learning
activities.
The e-learning techniques mostly adopted by most of the
Nigerian institution are in form of prepared lectures on a CD-
ROM that can be played as at when the need arises. This has
limited advantage because of the number of students per
computer system in which most of these facilities are not
interactive enough as compare with when the lecture is been
receive in real time over the internet. The intranet facilities
adopted in most schools are not well maintained because of its
high cost of running especially in the absence of adequate
power supply. The bandwidth showed on various systems at the
cafes is very low. Hence, a multimedia interactive lecture will
not be obtainable because of low bandwidth. The population of
student is enormous and the facilities are inadequate. Despite
all the hindrances/threat faced by e-learning in Nigeria
institution, institutions such as RECTAS, Federal School of
Surveying, Oyo, University of Ibadan and Obafemi Awolowo
University (O.A.U) Ile-Ife among others has the facilities for e-28
learning. These statistics is very low as a result of the
remoteness in the location of some of these institutions in term
of ICT. Though, most of the institutions of higher learning
Nigeria have started building their ICT centres but the focus is
mainly to put up an internet facility alone without considering
other components that made up e-learning centre.
Records revealed that the University of Ibadan has furnished
the faculty of Education with computer based multimedia
devices to replace chalk boards and magnetic boards. The
recent installation will help complement the Educational
Technology Laboratory. The University of Nigeria, NSUKKA is
not left out in this development because Masachucet Institute
of Technology (MIT) donated about 40 computers and a
software package that allows you to get information on all
available courses in Masachucet Institute of Technology (MIT)
USA to her computer centre called E-Learning Laboratory.
Information and Communication Technology (ICT) in the
University of Ado-Ekiti can be termed young among other
institutions in the country but over 200 internet enabled
computers have been installed in her library recently.
29
A survey of the web presence of 70 higher institutions in
Nigeria, carried out in January 2009 as reported by (Ogechukwu
Iloanusi & Charles Osuagwul), showed that 46 of the Nigerian
Universities have a web presence online, and 24 are not online.
A few Universities have a significant web presence like the
National Open University of Nigeria, Lagos State (NOUN),
Private Universities and University of Jos, Platue State.
Infrastructures available for E-Learning
It has been observed that internet facilities are springing
up in many universities. The ICT infrastructure like CD-ROM,
Radio, Tape, Television, Mobile Phones are available and
adequate but they are rarely recognised as ICT infrastructure
that can be put into educational values. Computers are
receiving due recognition as well as internet and it was
discovered that 65% respondent of a research said that
computers available for internet browsing are grossly
inadequate to meet the demand of people for its usage.
Bandwidth that is available in many cyber cafes cannot
meet the demand of users, inadequate provision of electricity
30
for use especially for ICT facilities has also been a hindrance to
the use of ICT in education.
E-Learning through Very Small Aparture Terminal (VSAT) is
convergence of Technology, services and knowledge base. This
provides a facility and framework for Tele-Education and
enables the live classroom session to be broadcasted over the
VSAT, Wide Area Network (WAN) and Internet communication
channels. It consists of a HUB station, which is a satellite earth
station and a studio for video broadcasting of the lectures.
In University of Ado-Ekiti, though improved internet
diffusion has been achieved due to increased awareness and
access. With cafes providing cheaper alternatives to home
based connection, lectures have helped in a little way in
improving know-how of some students and lecturers in using
the internet.
Attitude of Students to the use of Computer & Internet.
Students’ general attitude to the use of internet is most
similar to their attitudes towards computer, only that the
31
interest exists in broader perspectives since it encompasses
the use of electronic gadgets.
The use of the internet for teaching and learning purposes
has received increasing attention over the years. It was
concluded by Mitra and Steffensmeier, (2000) that a networked
learning institution where students have easy access to
computers could foster positive attitudes toward the use of
computers in teaching and learning. They found out that a
computer-enriched learning environment was positively
correlated with students’ attitudes toward computers in
general, and the role of computers in facilitating teaching and
learning. It was also perceived by Liu, Macmillan, and Timmons,
(1998) that integrating computers into a learning system as a
complex instructional system in which student learning is
impacted by lecturers, students, administrative and technical
staff, computer hardware and softwares resources, and the
computer laboratory and classroom settings. They reported
that students’ with positive attitudes toward the use of
computes also have positive attitudes toward using computer
for their learning.
32
It was recorded that the students of the University of
Malaysia Sarawale, were encouraged to internalise the use of
technology in their campus activities through the provision of
up-to-date computer facilities and generic information
technology courses which were compulsory for all students.
Lecturers were also encouraged to use information technology
and in particular, the internet in their instructional practices.
The premise is that through constant interaction with
information technology and a sound foundation in information
technology, students will build up positive attitudes towards
computer thus promoting the use of information technology in
all aspects of life.
Awe, 2008 said ‘A student must be computer literate
before he can be globally competitive. This is as a result of the
indispensability placed on computer system’.
The National Universities Commission (NUC) bench mark
of making the study of Computer compulsory for all university
students (Undergraduates) is very commendable. To effectively
promote and project world development, computer study is a
must as it will assist in the acceleration of global integration
33
and understanding as a working knowledge of the computer is
necessary in areas such as Health, Education, Law,
Engineering, Science and Technology, Politics, Economics,
Accounting etc.
A survey was conducted for 150 students in two schools of
Swedish University; the students had a two-year e-learning
experience on campus. A question that was addressed in the
study which was based on internet is; the Students; general
attitude towards e-learning. Surprisingly, more than 50% of the
students disagreed totally or to a large extent with the
statement that e-learning improved their learning. Students did
not regard access to e-learning on campus as a benefit.
Students at the school of Engineering showed more negative
attitudes than students at the school of Health Science. The
main advantages of e-learning were reported to be the added
value in organisational matters; such as easier access to
information and the flexibility regarding time and place.
In the University of Ado-Ekiti, the non-availability and non-
accessibility of internet facilities have not encouraged the
students to embrace the use of internet. Though, some
34
students make use of the available Cyber cafes which are not
even sufficient to cater for more than twenty-five students as
some are winding-up, others do not appreciate it.
Importance of E-Learning to students’ Academic
Performance
E-Learning provides various benefits that help facilitate
students’ Academic Performance which its importance cannot
be overemphasized. It does in the following areas;
i. Flexibility: This is a major benefit of e-learning as classes
takes place anytime, anywhere and making education
available when and where it is needed, be it in the office,
at home, on the road, 24 hours a day, and seven years a
week.
ii. Measurable Assessments: E-Learning also gives room for
both the instructors and students to know what the
students have learnt, when they have completed courses,
and how they have performed.
35
iii. Quality: Through E-Learning, quality education is made
available for all due to the fact that instructors of the
highest calibre can share their knowledge across borders
which allow students to attend courses across physical,
political and economic boundaries. Recognised experts
have the opportunity of making information available
internationally, to anyone interested at minimum cost.
This can drastically reduce the costs of higher education.
iv. Breaking Environmental Barriers: Travelling is no longer a
compulsion in e-learning as well as money & time spent in
course of travelling will be cut off.
v. Convenience: E-learning is self-paced and the learning
sessions are available 24 hours a day and 7 days a week.
Learners are not bond to a specific day/time to physically
attend classes and they can pause learning session at
their conveniences.
vi. It is much less costly since it can be done in any
geographical location and there are no travel expenses.
vii. It accommodates different types of learning styles.
36
viii. It allows students to select learning materials that meet
their level of knowledge, interest and what they need to
know to perform more effectively in an activity.
ix. It helps students develop knowledge of the internet which
will be of great benefit to them throughout their careers.
x. It encourages students to take personal responsibility for
their own learning and when learners succeed, it builds
self-knowledge and self-confidence in them.
xi. E-Learning is more focused on the learner and it is more
interesting for the learner.
Challenges of E-Learning in Nigeria
Learning in and electronic environment is great challenge
in Nigeria because of so many factors. At this time, due to
many negative factors in the economy, Nigeria could not afford
broad access to all the latest achievements available for
education, as well as enable new educational technologies and
e-learning to be widely used in universities.
37
E-learning in Nigeria universities and educational
institutions is still a dream because of poor ICT infrastructure
and other socio-economic reasons. Due to very high primary
cost of infrastructural development and to increase public
access to internet and other ICTs, the developing countries are
still far behind from getting benefit from the e-learning. The
major problems facing the proper implementation of e-learning
in Nigeria institutions are as follows;
i. Technophobia: most of the students have no computer
education background, hence they are afraid of operating
one, some go to the extent of hiring expert at a cost to fill
their admission, registration and other document meant
for them to fill online. However, the very few who have
access to the computer do not know how to use it and
maximize its usage.
ii. Internet connectivity: The cost of accessing internet is still
very high in West Africa. It is as high as Z8/kbps, while it
cost a ridiculous amount of Z0.52/kbps in North Africa and
even lesser in Europe. Most students make use of Cyber
38
cafe who charges between ₦100 and ₦150 per hour
despite their poor service and slow rate of their server.
iii. School Curriculum: most of the students have no
information technology/Computer education knowledge
because it was not entrenched in the curriculum at their
elementary and secondary education level. Not until
recently when computer education is been introduced at
elementary level and it is not yet a compulsory subject at
the secondary level of our education.
iv. Attitude of Students: ICT refutes independent learning and
most students are reluctant to take responsibility for their
own learning but they preferred to be spoon-fed at all
times.
v. Software and License Cost: It is very expensive to get
some of the softwares because they are not developed
locally, they are developed in Europe and other developed
countries to suit their own system and make their own
living. The cost and even the interpretation of the software
put-off some of the students who showed interest.
39
vi. Maintenance and Technical Support: There are few
technical staffs to maintain the system, this make it very
expensive for few students that has a personal computer
(PCs) to maintain when a technical problem is noticed.
vii. Funding: This is another challenge confronting the
acquisition and utilization of ICT in Nigerian tertiary
Education. Most institutions solely rely on their proprietor
for funding and the bulk of such fund goes to servicing the
overhead cost. Since no clear sustainable business model
has yet emerged for commercial provision of e-learning,
and failures have been more numerous than success,
(OECD, 2005), institutions are not willing to invest the little
fund available to them on e-learning project.
viii. Resistance to change: There is the concern of faculty
members not willing to take the ‘soft’ approach to
teaching and learning, rather, they stick to the traditional
‘hard’ approach. Report form OECD (2005) gave reasons
why faculties resist e-learning for example, this include;
a. Concern about intellectual property rights and shared
rights between faculty, institutions and technologies.
40
b. That e-learning development, with its standardization
aspects, might conflict to some extent with the
professional culture of Academic, based on autonomy
and reward system often based on research.
Summary
The survival of tertiary education institutions in the 21st
century will increasingly rely on various forms of electronic
delivery and communication inside a market place that requires
education to be flexible and the future of education in Nigeria
depends so much on how best our graduates are competitive.
For E-learning to succeed in Nigeria, it needs to build on
another important pillar, the existence of infrastructure, along
with some degree of connectivity for lecturers and students
use, ensuring that the National University Commission, National
Commission for Colleges of Education and National Board for
Technical Education should provide the necessary ICT facilities
and equipment to tertiary institutions then examine the
following; low funding, irregular and low quality power supply
41
and high cost of ownership of ICT facilities which include capital
and operational costs.
Notwithstanding, the government at this point should rise to
the needs of our institutions and help the fallen standard of
education.
All over the world, the use of information and
communication Technology is changing the face of teaching &
learning and Nigerian educational system cannot afford to take
the back seat. Nigerian tertiary education need to fully utilize
ICT resources to make education widely available and
accessible at reduced cost which will transform the quality of
the Nigerian educational system and at the same time improve
the standard of living of Nigerians.
42
CHAPTER THREE
RESEARCH METHOD
This chapter presents the strategies used in the collection
of data for this study. It contains explanations on Research
Design, Population, Sample and Sampling Technique(s),
Research Instrument, Validity of the Instrument, Reliability of
the Instrument, Administration of the Instrument and Data
Analysis.
Research Design
The Design of the study is descriptive because it
systematically describes the facts and characteristics of a given
population or area of interest accurately. The design is also
considered appropriate for this study because the study does
not involve variable manipulations.
Population
43
The population of the study consisted all students of the
University of Ado-Ekiti and all students of the Federal University
of Technology, Akure.
Sample and Sampling Techniques
The sample of the study consisted two hundred (200)
students (One hundred students from each institution) who
were randomly selected. Relevant information was collected
through a structured questionnaire.
Research Instrument
The instrument used in carrying–out this research was a
self-constructed questionnaire which was divided into two
sections; Section A and Section B. The Section A contains items
designed to obtain personal data of the respondents such as;
Sex, level, and Institution. Section B contains items on the
Impact of Electronic Learning on Students’ Academic
Performance.
Validity of the Instrument44
A copy of the questionnaire was presented to my
Supervisor for modification in order to ensure the face and
content validities of the instrument. His corrections and
suggestions were used as a guide in reviewing the instrument
before administering them to the subjects.
Reliability of the Instrument
The Reliability Analysis procedure calculates a number of
commonly used measures of scale reliability and also provides
information about the relationships between individual items in
the scale.
The Guttman Split-Half Coefficient was used and having
0.709 which was high enough for the study.
Administration of the Instrument
The administration of the research instrument was carried
out by the researcher and with the help of some research
assistants. One hundred percent (100%) of the questionnaire
were collected from the respondents.
Data Analysis45
The data collected were analyzed using Descriptive
Statistics, Component Bar chart, and Chi-Square.
CHAPTER FOUR
RESULTS AND DISCUSSION
Results
This chapter deals with analysis of the information
collected from the sampled students. The researcher used
questionnaire containing twenty (20) items to find out the
Effect of Electronic Learning on Students’ Academic
Performance.
In analyzing the data, this questionnaire items were
divided into four parts. Each part relates to a particular
research hypothesis.
46
Research Question 1: How does Technology as well as the
idea of E-Learning help the students; develop their learning
capacity?
Table 1: Descriptive statistics on how Technology/E-learning
develop students’ learning capacity.
S/N
ITEM YES NO REMARKFRE
Q % FRE
Q %
1. Does the use of E-Learning increase your learning capacity?
183 91.5
17 8.5 1.09
Agreed
2. Do you find E-Learning relevant to your course of study?
173 86.5
27 13.5
1.14
Agreed
3. Does E-Learning encourage self-knowledge and self-confidence?
176 88 24 12 1.12
Agreed
4. Does the use of E-Learning make learning activity easier for student?
177 88.5
23 11.5
1.12
Agreed
5. Does the use of Computer facilitate learning capacity of students in the University?
183 91.5
17 8.5 1.09
Agreed
47
Table 1 reveals that 183 (91.5%) with a mean score of
1.09 agreed that the use of E-learning increases their learning
capacity, 173 (86.5%) of mean score 1.14 also agreed that e-
learning is relevant to their course of study, 176 (88%) students
with a mean score 1.12 agreed that e-learning encourages self-
knowledge and self-confidence, 177 (88.5%) with a mean score
1.12 agreed that the use of e-learning make learning activity
easier for student, also 183 (91.5%) with a mean score of 1.09
agreed that the use of computer facilitate learning capacity of
students in the University.
Graph 1:
Q 1 Q 2 Q 3 Q 4 Q 50
20
40
60
80
100
120
140
160
180
200183
173 176 177 183
1727 24 23 17
YESNO
How Technology/E-Learning Develops Students' Learning Capacity
48
Research Question 2: How does Electronic learning function
as an effective tool in facilitation the learning and Academic
performance of the students?
Table 2: Descriptive statistics on Electronic learning as
Effective Tool to students.
S/N
ITEM YES NO REMARKFRE
Q % FRE
Q %
6. Do you think E-learning helps to save time and distance?
174 87 26 13 1.13 Agreed
7. Does E-learning give room for learning diversification?
164 82 36 18 1.18 Agreed
8. Do you think E-learning can grant access to information at any time, location and day?
175 87.5 25 12.5
1.13 Agreed
9. Does E-learning proffer solution to learning challenges?
148 74 52 26 1.26 Agreed
10. Does E-learning help to access resources made in other institutions in the world?
186 93 14 7 1.07 Agreed
Table 2 reveals that 174 (87%) students having 1.13 mean
score agreed that E-learning helps to save time and distance,
49
164 (82%) students with 1.18 mean score agreed that E-
learning gives room for learning fiversification, 175 (87.5%) of
mean score 1.13 agreed taht E-learning can grant access to
information at any time, location and day, 148 (74%) students
having 1.26 mean score agreed that E-learning profffer solution
to learning challenges and 186 (93%) of the students with 1.07
mean score also agreed that E-learning helps to access
resources made in other institutions in the world.
Graph 2.
Q 6 Q 7 Q 8 Q 9 Q 100
20
40
60
80
100
120
140
160
180
200174
164175
148
186
2636
25
52
14
YESNO
Electronic Learning as Effective Tool to Students
Research Question 3: Are Energy related problems
responsible for the non-adoption of e-learning?
Table 3: Descriptive Statistics of Energy Related problems.50
S/N
ITEM YES NO REMARKFREQ
% FREQ
%
11. Shortage in power supply discourages the use of E-learning.
174 87 26 13 1.13
Agreed
12. Has the high cost of Generator maintenance contributed to the non-adoption of E-learning?
139 69.5
61 30.5
1.31
Agreed
13. Does your Institution provide adequate power supply?
52 26 148 74 1.74
Disagreed
14. Do you experience power interruption while using the Computer?
167 83.5
33 16.5
1.17
Agreed
15. Will availability of power supply increase/encourage the use of E-learning?
192 96 8 4 1.04
Agreed
Table 3 reveals that 174 (87%) students with the mean
score 1.13 agreed taht the shortage in Power supply
discourages the use of E-learning, 139 (69.5%) studnets with
the mean score 1.31 agreed that the high cost of Generator
maintenance contributed to the non-adoption of E-learning, 148
(74%) students with the mean score 1.74 disagreed that their
instituion provide adequate poer supply, 167 (83.5%) students
with the mean score 1.17 agreed tht they experience power
interruption while using the computers and 192 (96%) students
with 1.04 mean score agreed that the availability of power
supply increases/encourages the use of E-learning.
Graph 3:51
Q 11 Q 12 Q 13 Q 14 Q 150
50
100
150
200
250
174
139
52
167
192
26
61
148
33
8
YESNO
Energy Related Problems
Research Question 4: What are the Attitudes of Students to
the use of Computer and Internet?
Table 4: Descriptive statistics of the Attributes of students’ to
the use of Computer and Internet.
S/N
ITEM YES NO REMARKFREQ
% FREQ
%
16. I find it difficult to do assignments on the internet.
49 24.5 151 75.5
1.76 Disagreed
17. I find it interesting operating the computer.
192 96 8 4 1.04 Agreed
18. Do you find it difficult installing software’s on computers?
64 32 136 68 1.68 Disagreed
19. Do you find going to the cafe as a waste of time?
68 34 132 66 1.66 Disagreed
20. Do you browse the internet regularly? (Using phone, mailing, etc)
150 75 50 25 1.25 Agreed
52
Table 4.0 reveals that 151 (75.5%) students with 1.76
mean score disagreed that they find it difficult to do
assignments on the internet which 192 (96%) students with
1.04 mean score agreed that they find it interesting operationg
he computer, 136 (68%) students with 1.68 mean score
disagreed that they find it difficult installing software’s on
computers, 132 (66%) students with 1.66 mean score
disagreed taht they find going to the cafe as a waste of time
while 150 (75%) students with 1.25 mean score agreed tha
they browse the internet regularly.
Graph 4:
Q 16 Q 17 Q 18 Q 19 Q 200
50
100
150
200
250
49
192
64 68
150151
8
136 132
50
YESNO
Attitudes of Students' to the use of Computer and Internet
53
Hypothesis 1:
H0: There is no correlation between technology and students’ learning capactiy.
Table 1.1ResearchQuestion
YES NO TOTAL
d.f Level ofSignificance
X2 tab X2cal
Decision
Q1
Observed 183 17 200
1 0.05 3.84 137.78 Reject H0Expected 100 100 200
Q2
Observed 173 27 200
1 0.05 3.84 106.58 Reject H0Expected 100 100 200
Q3
Observed 176 24 200
1 0.05 3.84 115.52 Reject H0Expected 100 100 200
Q4
Observed 177 23 200
1 0.05 3.84 118.58 Reject H0Expected 100 100 200
Q5
Observed 183 17 200
1 0.05 3.84 137.78 Reject H0Expected 100 100 200
54
Total 1 5 0.05 11.07 414.28 Reject H0
Since X2tab < X2
cal, we reject Ho meaning that there is a
correlation between Technology and Students’ learning
capacity.
Hypothesis 2:
H0: There is no significant relationship between Electronic learning and students’ Academic performance.Table 2.1ResearchQuestion
YES
NO TOTAL
d.f
Level ofSignificance
X2 tab X2cal Decision
Q6
Observed
174
26 200
1 0.05 3.84 109.52
Reject H0
Expected
100
100
200
Q7
Observed
164
36 200
1 0.05 3.84 81.92 Reject H0
Expected
100
100
200
55
Q8
Observed
175
25 200
1 0.05 3.84 112.50
Reject H0
Expected
100
100
200
Q9
Observed
148
52 200
1 0.05 3.84 46.08 Reject H0
Expected
100
100
200
Q10
Observed
186
14 200
1 0.05 3.84 147.92
Reject H0
Expected
100
100
200
Total 2 5 0.05 11.07
254.98
Reject Ho
Since X2tab < X2
cal, we reject Ho meaning that there is a
significant relationship between Electronic learning and
students’ Academic performance.
Hypothesis 3:
H0: There is no significant relationship between energy related
problems and non-adoption of electronic learning.
Table 3.156
ResearchQuestion
YES
NO TOTAL
d.f
Level ofSignificance
X2 tab X2cal Decision
Q11
Observed
174
26 200
1 0.05 3.84 109.52
Reject H0Expecte
d100
100
200
Q12
Observed
139
61 200
1 0.05 3.84 30.42 Reject H0Expecte
d100
100
200
Q13
Observed
52 148
200
1 0.05 3.84 46.08 Reject H0Expecte
d100
100
200
Q14
Observed
167
33 200
1 0.05 3.84 89.78 Reject H0Expecte
d100
100
200
Q15
Observed
192
8 200
1 0.05 3.84 169.28
Reject H0Expecte
d100
100
200
Total 3 4 0.05 192.65
192.65
Reject H0
Since X2tab < X2
cal, we reject Ho meaning that there is a
significant relationship between energy related problems and
non-adoption of Electronic learning.
Hypothesis 4:57
H0: There is no relationship between the use of Computer and
internet.
Table 4.1
ResearchQuestion
YES
NO TOTAL d.f Level ofSignificance
X2 tab
X2cal Decision
Q16
Observed
49 151
200
1 0.05 3.84
52.02 Reject H0Expecte
d100
100
200
Q17
Observed
192
8 200
1 0.05 3.84
169.28
Reject H0Expecte
d100
100
200
Q18
Observed
64 136
200
1 0.05 3.84
25.92 Reject H0Expecte
d100
100
200
Q19
Observed
68 132
200
1 0.05 3.84
20.48 Reject H0Expecte
d100
100
200
Q20
Observed
150
50 200
1 0.05 3.84
50.00 Reject H0Expecte
d100
100
200
Total 4 4 0.05 9.49
113.70
Reject H0
58
Since X2tab < X2
cal, we reject Ho meaning that there is a
relationship between the use of Computer and Internet.
Discussion
This research work is based on Electronic learning and
Students’ Academic Performance.
In this research, it has been discovered from Table 1 that
183 (91.5%) students of the University of Ado-Ekiti and the
Federal University of Technology, Akure agreed that E-learning
increases their learning capacity and 183 (91.5%) students of
these universities also claimed that the use of computer
facilitates university students learning. Likewise, Hypothesis 1
showed that there is a correlation between technology and
students’ learning capacity since the X2tab < X2
cal.
Waxman et al, Global in their research realized that a
meta-analysis of 42 peer-reviewed papers published between 59
1996 and 2003 found a positive significant correlation of 0.448
with cognitive outcomes, indicating that average students who
used technology would be at the 66th percentile while average
studens without technology would be at 50th percentile.
In this research, it has also been discovered that 186
(93%) Students admitted that e-learning has been giving them
access to resources made in other institutions in the world and
175 (87.5%) of them still came to a concensus that e-learning
grant access to information at any time, location and day.
Also, Table 2.1 indicated that there is a significant
relationship between Electronic learning and students’
academic performance since X2tab < X2
cal. This is not different
from Rozina, 2002s optinion that there have been modern
achievements in the field of computer and communication
technologies and that it has offered tremendous opportunities
for learning by electronic mean.
It has also been discovered from this research in Table 3
that 148 (74%) of both students of the University of Ado-Ekiti
and the Federal University of Technology, Akure experience
inadequate power supply in their institutions which has also
60
brought about discouragement in the use of e-learning
(affirmed by 174 (87%) students). Table 3.1 also indicated that
there is a significant relationship between energy related
problems and non-adoption of electonic learning because X2tab
< X2cal.
Tuzlukova, (2004) in his research discovered that despite
the number of advantages of e-learning, it has also been
noticed that learning in an electronic environment like Nigeria
is of great challenge because of so many factors which
includes; difficulties with computers and internet access,
electricity... with these, it is more clearer tht power supply is
one of the related problems of the non-adoption of e-learning.
Lastly, discovery have been made in this research from
Table 4 as 192 (96%) students of the University of Ado-Ekiti and
the Federal Universsity of Technology, Akure disclesed their
interest in operating computer alongside with their regular
internet browsing rated 75% and 132 (66%) of them do not
regard going to the cafe as a waste of time. Table 4.1 also
proved that there is a relationship between the use of computer
and internet.
61
In line with the research discovery, Islam (1997)
emphasized that e-learning is all about learning with the use of
computers and that learning with the use of computer issimply
online ways of acquiring knowledge through the internet.
CHAPTER FIVE
SUMMARY, CONCLUSION AND
RECOMMENDATIONS
Summary
This study was purposely set up to investigate the
influence/effect of Electronic Learning on Students’ Academic
Performance. It is also aimed at discovering students’
view/attitude towards e-learning and lastly, to analyze the
62
factors that will help overcome the problems of implementing
e-learning.
The data used for the study were collected through the
administration of a questionnaire which was equally distributed
between the two universities. The simple Random Sampling
was used in selecting the Universities. The Guttman Split-Half
Reliability was used to estimate the releability Coefficient and
the data collected were analyzed using Descriptive Statistics,
Component Bar chart, and Chi-Square.
Findings of the study showed that Electronic learning has
a positive effect on students’ Academic Performance e.g
enabling them to access information or resources any time, any
day and any where in the world. It was also discovered that
shortage in power supply hinders the adoption of Electronic
learning. Also, the high cost of Generator maintenance has
hindered numerous student from fully utilizing the benefits that
are embedded in e-learning and thereby making the students
less globally competitive.
Conclusion
63
Based on the results obtained in chapter four, the
following conclusions are made;
Technology as well as e-learning helps the students’ to
develop their learning capacity.
E-learning encourages self-knowledge and self-confidence.
Shortage in power supply will always discourage the use
of e-learning.
The school authority has also contributed to the non-
adoption of e-learning due to their poor provision of power
supply.
Most students browse the internet because they find it
interesting operating the computer.
Doing assignment on the net is no longer a problem to
many students.
E-learning grants access to information at any time,
location & day and it has been beneficial to students,
universities and the society at large.
64
Recommendations
The findings of the study have paved ways for the
following recommendations;
The government should ensure adequate power supply to
the instituions as well as the country at large.
Students should not depend on school management alone
but enrol for off-campus computer courses.
Lecturers should encourage the students by giving them
assignments/practicals related to the internet and
computer.
REFERENCES
Adeya B., and Oyeyinka C. N. (2002): the Internet in African
Universities: Case Study of Kenya and Nigeria,
NU/INTECH Discussion paper.
65
Agagu, A. A, et al (2006): Information and Communication
Technology and Computer Applications; General
Studies Unit; The University of Ado-Ekiti Press, Ado-
Ekiti, Ekiti.
Association of African Universities, (2000): Technical experts
meeting on the use and application of information and
communication technologies in higher education
institutions in Africa. May 17-19, University of
Dar_es_Salam, Yanzania.
http://www.aau.org/english/documents/aau-
ictreport.htm
Awe, A. A. (2008): Comment on University of Ado-Ekiti
performance at the Students’ In Free Enterprise (SIFE)
training at the Faculty of Education, University of Ado-
Ekiti. October, 2008.
Awoleye Mike (2005): Modeling Adoption of E-learning in
Nigerian Universities. National Centres for Technology
Management (NACETEM), Federal Ministry of Science
and Technology, (OAU), Ile-Ife. Retrieved from
66
http://en.wikipedia.org/wiki/Electronic learning on
February 2009.
Billings and Moursund (1988): Retrieved from
http://www.leerbeleving.nl/wbts/1/history_of_elearning.
html
Chinien, Chris (2003): The use of ICTs in Technical and
Vocational Education and Training. UNESCO Institute
for Information Technologies in Education.
Clark, David James. (2002): Big bang or Steady Evolution?
Retrieved April 21, 2006 from
http://www.learningtechnologies.co.uk/magazine/article
.full.cfm?articleid=6&issued=7§ion=1
Coldwell, J., Craig, A., Peterson, T., & Mustard, J. (2008): Online
students; Relationships between participation,
Demographics and Academic Performance. The
Electronic Journal of e-learning, Vol. 6 No. 1. (online)
Available at:
http://www.ejel.org/volume-6/v6-i1/Coldwell_et_al.pdf.
(Accessed 05 Feb. 2010).
67
Cooke, Michael. (2004): Clomedia; The evolution of e-learning.
Retrieved April 21, 2006 from
http://www.clomedia.com/content/templates/clo_webon
ly.asp?articleid=571&zoneid=78
Derek Stockley, (2003): Retrieved from
http://www.dereckstockley.com.au/elearning.definition.
html
Hedge, N and Hayward, L. (2004): Redefining roles. University
e-learning contributing to life-long learning in a
networked world. E-learning, 1:128-145
http://www.nationalmaster.com/country/ni/internet
Islam, M. T. (1997): Educational Technology for 21st Century.
Observer Magazine, Dhaka, May 9, 1997, pp. 3-4
Kiffmeyer, Michael. (2004): the Evolution of E-Learning.
Retrieved April 21, 2006 from
http://knowledgemanagement.ittoolbox.com/document
s/popular-q-and-a/the-evolution-of-elearning-2902
Liu, X., Macmillan, R., & Timmons, V. (1998): Integrating
computers into the Curriculum: How Teachers may
68
Hinder Students’ use of Computers. McGill Journal of
Education, 33(1), 51-69.
Manir, A. K. (2007): Availability and use of the Internet for
Academic activities in selected Federal Universities in
Northern Nigeria. Unpublished masters thesis.
Mitra, A., & Steffensmeier, T. (2000): Changes in Student
Attitudes and Student Computer use in a Computer-
enriched environment. Journal of research on
Technology in Education, 32(3), 417-433.
OECD, (2005): Retrieved from
http://www.jiti.net/v10/jiti.V10nl.025-034.pdf
Ogechukwu Iloanusi & Charles Osuagwul (2009): ICT in
Education: Achievement so far in Nigeria. Retrieved
from http://en.wikipedia.org/wiki/ElectronicLearning on
October, 2009.
Oxford Advanced Learner’s Dictionary
Rozina, (2002):
http://www.britanica.com/bps/additionalcontent/18/369
07125/Problems-Challenges-and-Benefits-of-
69
Implementing-Elearning-in-Nigerian-Universities-An-
Empirical-study
Tuzlukova, (2004): Retrieved from
http://www.britanica.com/bps/additionalconten/18/3690
7125/problems-challenges-and -benefits-of-
implementing-Elearning-in-Nigerian-Universities-An-
Emperical-Study.
Wagner, Daniel A. Et al (2005): Monitoring and Evaluation of ICT
in Education Projects: A Handbook for Developing
Countries. Washington, DC: InfoDev.
Waxman, Hersch C., Lin, Meng-fen, and Michko, Georgette M.
(2003): A Meta-Analysis of the Effectiveness of teaching
and Learning with Technology on Student Outcomes
Learning Point Associates.
70
APPENDIX
FACULTY OF EDUCATION
UNIVERSITY OF ADO-EKITI
TOPIC: ELECTRONIC LEARNING (E-Learning) AND STUDENTS’ ACADEMIC PERFORMANCE
Dear Respondent,
I am a research student from the above named institution, conducting a research on the topic above in the University of Ado-Ekiti and the Federal University of Technology, Akure.
Kindly supply the information needed in the questionnaire honestly as the information collected will be treated confidentially.
Thanks for your cooperation,
Adewusi Adebayo Y.(Investigator)
SECTION APlease fill the spaces provided or tick ‘√’ where necessary.
71
1. Sex: Male Female2. Level: 3. Institution:
SECTION BPlease tick ‘√’ the columns provided as applicable to you.
S/N ITEM YES NO1. Does the use of E-Learning increase your learning capacity?2. Do you find E-Learning relevant to your course of study?3. Does E-Learning encourage self-knowledge and self-
confidence?4. Does the use of E-Learning make learning activity easier for
student?5. Does the use of Computer facilitate learning capacity of
students in the University?6. Do you think E-Learning helps to save time and distance?7. Does E-Learning give room for learning diversification?8. Do you think E-Learning can grant access to Information at
any time, location and day?9. Does E-Learning proffer solution to learning challenges?10. Does E-Learning help to access resources made in other
institutions in the world?11. Shortage in power supply discourages the use of E-
Learning.12. Has the high cost of Generator maintenance contributed to
the non-adoption of E-Learning?13. Does your Institution provide adequate Power supply?14. Do you experience power interruption while using the
Computer?15. Will availability of Power supply increase/encourage the use
of E-Learning?
72
16. I find it difficult to do assignments on the internet.17. I find it interesting operating the Computer.18. Do you find it difficult installing software’s on computers?19. Do you find going to the Cafe as a waste of time?20. Do you browse the internet regularly? (Using Phone,
mailing etc.)
73
