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EVALUATING THE EFFECT OF E-LEARNING IN TEACHING AND LEARNING OF ENGLISH OF JSS STUDENTS
CHAPTER ONE
INTRODUCTION
- Background of the Study
Despite the enormous growth of e-learning in education and its perceived benefits, the efficiency of such tools will not be fully utilized if the users inclined to not accept and use the system. Therefore, the successful implementation of e-learning tools depends on whether or not the students are willing to adopt and accept the technology. Thus, it has become imperative for practitioners and policy makers to understand the factors affecting the user acceptance of web-based learning systems in order to enhance the students’ learning experience (Tarhini et al., 2014a). However, recent studies have shown that e-learning implementation is not simply a technological solution, but also a process of many different factors such as social factors (Schepers and Wetzels, 2007; Tarhini et al., 2014b; 2015), and individual factors (Liaw and Huang, 2011), organizational such as facilitating conditions (Sun and Zhang, 2006) in addition to behavioural and cultural factors (Masoumi, 2010).Such major factors play an important role in how an information technology is developed and used (Kim and Moore, 2005).
Fischer et al. (2015) studied how proceedings of scientific conferences can be used for trend studies in the field of e-learning. They examined the abstracts of 427 scientific articles of leading German-speaking e-learning conferences GesellschaftfürMedien in der Wissenschaft and E-Learning-Fachtagungen der GesellschaftfürInformatik e. V. (GMW and DeLFI) – published from 2007 to 2013. The study was conducted at German-speaking conferences and, thus, reflects the situation in Germany, Switzerland and Austria. Fischer et al. (2015) made an important contribution to the diffusion of digital media in higher education. The researchers found that the detailed analysis of the frequency distribution over the seven years reflects the intensity of scientific discussion towards e-learning trends, and conclusions about the didactical or technical potentials of innovations can be introduced. Specifically, they found the development potential of learning management, mobile learning, virtual worlds, e-portfolio, social media and Massive Open Online Courses are crucial for elearning in German higher education.
Moravec et al. (2015) showed how e-learning tools impact students’ achievement. The study was attended by nearly 2000 students. According to Moravec et al. (2015), the study compares the results of questions from the area of law where the tool was provided in a pilot version with the results of questions, where the e-learning tool was not provided. The researchers found that the e-learning tools have affected the students’ results. Nevertheless, the belief of the e-learning tool may possibly have a negative effect on students who will depend on given materials was disproved.
By using the Cohen’s model and based on data collected from 15 documentsfrom relevant research studies conducted on the effect of ICT based e-learning on academic achievement during2010-2012, Mothibi (2015) examined therelationship between e-learning and students’ academic achievement in higher education. The researcher found that ICT had a statisticallysignificant positive influence on e-learning based students’ academic achievements. The results also indicated that ICT had a significant positive influence on students’ educational overall academic achievements.
Scholtzand Kapeso (2014) and Almajali et al (2016), Shannak (2013) explored the factors of mobile learning (m-learning) approaches which can be used for enterprise resource planning (ERP) system. The technology acceptance model(TAM) was applied to assess the acceptance, usefulness and perceived ease of use of the m-learning. The researchers found that the m-learning system was correlated positively for perceived ease of use and perceived usefulness as such findingsconfirmed other studies which stressed the importance of the quality of course content in e-learning andm-learning projects.
Pieri and Diamantini (2014) conducted their research based on the experience of e-learning web 2.0 at the University of Milano-Bicocca in the academic year of 2011-2012. The objective of the research was to make the implicit and tacit knowledge that the users have, explicit, and therefore more accessible. Since the ICTs have become an essential part of the learning experience for people all ages, so it’s become a concept that needs to be explored, the researchers started elaborating the transition from Web 2.0 to e-learning and the aggregation of the power of Web 2.0 with social networks in the learning process. They used Thinktag Smart, a new Web 2.0 platform; that mixes the learning opportunities offered by the web 2.0 with the learning opportunities of social networks for sharing knowledge, to train 137 students in two subjects (Tourism, and Sociology of innovation), after this experience they gave them a questionnaire to evaluate the learning experience, and the platform. Thinktag Smart had some features that were most used in the platform: (resources, shelves, and groups); where the least used were: (Wiki, collections and chat), the strengths of the platform which made it generally appreciated, were; the resources or the ability to exchange and share information with users of Thinktag Smart; support teaching as the portal was open to share notes and materials connected to courses they need; and the interactivity feature of the platform provided for the users. As for the weaknesses, which didn’t allow for the complete satisfaction, they were; the slowness in loading the pages, the unclearness/complexity, the lack of immediacy, and intuitiveness. In sum the platform was a tool of great potential, but to be competitive; realities need further improvements.
Salter et al. (2014) aimed to demonstrate the features and benefits of the practice of e-education in general and in particular in the pharmacy, where e-education helps to clarify the vehicles pharmaceutical and elements of vehicles in that it would facilitate the process of analysis and helps to count the number of elements, a more precise and faster, where there are a number of theories that help to clarify more broadly. It is those theories to determine the effectiveness of the system and how to explain overlaps that occur within complex e-education system and therefore the system’s capacity for analysis and helps greatly stunning offers time and effort and cost. The researchers found that e-learning to be effectiveat increasing knowledge immediately after training forall topics and in all contexts.E-learning in pharmacy education was a highly suitableinstructional format for pharmacists and pharmacy students. It is the benefits that help their e-education system in the field of universities, where all the students are taking the attendance and leave them through computer system due to the student e-education, e-has to know the number of absence, as well as upon request duties is due to send and receive the solution through e-education persist this system its ability to sweep all organizations work accuracy and speed.
Teo (2014) aimed to clarify the extent of teacher satisfaction of the application of e-learning programamong persevere teachers. Teo (2014) investigated the key drivers of teachers’ e-learning satisfaction. 387 participants in a postgraduate diplomain educationcompleted a survey questionnaire to measure 6 constructs (tutorquality, perceived usefulness, perceived ease of use, course delivery, facilitating conditions,and course satisfaction). By using structural equation modeling, data analysis showed that, apart from facilitating conditions, all other constructs were significantpredictors of e-learning satisfaction. Nevertheless, the facilitating conditions construct wasfound to be a significant mediator of perceived ease of use and satisfaction.
The trend of using e-leaning as learning and teaching tools is now rapidly expanding into education. Suri and Sharma (2014) examined the relationship between disciplines of students and their responsesand attitudes towards e-learning.The researchers used computer and e-learning attitude scale by employingsurvey questionnaires to 477 students enrolled in various courses across 6 major disciplines in Panjab UniversityChandigarh, India. The researchers found a significant relationship between discipline of studentand the factors of scale on computer and e-learning attitude which set emphasison the role of department in learning and satisfaction level of students.
Arasteh et al. (2014) proposed a dynamic resource management model to develop the availability anddependability of the e-learning services in the grid system.A dynamic replication technique wasemployed to tolerate resource failure/unavailability during the execution of an e-learning service in the economic gridsystem. The researchers found that theavailability of the e-learning services in the proposed model was higher thanthose of the basic resource managementservices. This model maintains a trade-off between cost and the degree of qualityof e-learning services.
Ceobanu and Boncu (2014) investigated in a theoretical manner the challenges associated with the use of mobile technology in adult education. They argued that mobile learning (mLearning) can be placed at the connection of eLearning and mobile computing, which is differentiated bythe capability to access learning resources anywhere, anytime, through high capabilities of search, high interaction, highsupport for effective learning and ongoing assessment based on performance. Also, mLearning considered to be asan extension of eLearning, but characterized by its independence from a location in space and time. Furthermore, mLearning comprises the use of mobile technology in the service of the processes related to teaching andlearning. The mLearning can be considered as the point where mobile computing and eLearning meet to create alearning experience that can be commenced anytime and anywhere.
Beurs et al. (2015) argued that randomized researches investigating the impact of training of mental health professionals in suicide prevention guidelines are limited. The researchers evaluated whether professional benefited from an e-learning supported train-the-trainer program aimed at the application of the Dutch multidisciplinary suicide prevention guideline. 45 psychiatric departments from all over the Netherlands were clustered in pairs and selected randomized. All of the staff of psychiatric departments was trained by peers with an e-learning supported train-the-trainer program. Multi level analyses were employed to find if variation between conditions was due to differences between individual professionals or departments. The study found that the intervention resulted in an improvement of individual professionals. At the three month follow up, professionals who received the intervention demonstrated greater guideline adherence, enhanced selfperceived knowledge and superior confidence as providers of care than professionals who were only exposed to traditional guideline dissemination. Also, the analyses showed that enhanced guideline adherence was found among nurses but not among psychiatrists and psychologists, and there was no significant effect of the intervention on team performance.
According to Judrups (2015), the development of knowledge management and e-learning unsurprisingly are developed for years as both disciplines deal with knowledge capture, sharing, application andgeneration; have vital technological components to enhance learning; andcontribute to building a continuous learning culture. Judrups (2015) found that knowledge management and e-learning naturally brings both disciplines closerand supports integration. Model analysisconfirmed several integration approaches. The more general approach is to base integration on commonground, which is identified as learning. Nevertheless, these approaches are not implemented in productionenvironment and require necessary technical specification and application support.
Jakobsone and Cakula (2015) aimed to get a new perspective on knowledge sharing process, and better understand the future of automated learningsupport system involving the use of new technological opportunities. The major study question was how the automated learning support system could develop the efficiency and quality of further knowledge flow and offer sustainable cooperation betweeneducational institutions and entrepreneurs. The researchers found that the analysis of theinformation system as an online learning support platform, improved quality of knowledge flow, and recommendationsfor advancing work-based learning besides theencouragement of efficient knowledge management technologies. Furthermore, innovations in the learning process needs to be real and simple to help adults find how to solve theirproblems; preparation of training is needed following a specific employer demand and knowledge sharing has to be equallyvigorous on both interested sides; and needs have to be obtained; and accurate content and quality must be presented according to merchant’s prospects.
E-learning (EL) basically involves use and application of information and communication technologies (ICT) at web sites, personal computers (PCs), tablet PCs, cell phones, learning management system (LMS), televisions (TVs), radios and other means to improve teaching and learning processes. E-learning is really a unifying phrase accustomed to explain the areas associated with the internet, web-based instruction and technologies directions (Oye, Salleh and Iahad, 2010). In that respect, e-learning is substantially becoming a learning strategy in the realms of teaching, practical learning, skills training and development and many corporate functions as evidenced by massive development of web technologies.
Most secondary schools in Lagos State are the responsibility of the government. There are also schools which are managed by private individuals, universities, pressure groups, religious bodies and foreign communities. The majority of secondary schools in Nigeria offer the junior and senior secondary programme. Before the turn of the century, secondary school students lacked the knowledge of information and communication technologies and its numerous advantages that that we have now. The use of the chalk and board, pictorial charts, drawings and imaginations was used to buttress learning experiences in those days. There was no physical contact with technologies that have now come to improve our knowledge and experiences.
The integration of technological awareness and learning in junior secondary schools is today making significant strides towards use of more interactive e-learning strategies to effectively enhance overall performance of college students and their trained personnel. In many developed economies, several academic institutions make use of extremely interactive e-learning that directly enhances students’ performance (Soleymanpour, Khalkhali and Reayatkoonandeh, 2010). In the recent era, technologies have indeed become devices accustomed to get rid of physical obstacles and allow students to learn at anytime and anywhere without having physical interaction with the instructor. Against this background, e-Learning therefore improves easy access to effective teaching and learning, and thus enhancing students’ academic efficiency.
According to Heeger (2010), e-learning enables numerous secondary school students to take similar programs concurrently. Nowadays, educational systems have grown to enjoy the reasonable instructions in addition to their learning. Research findings indicate that e-learning systems permit instruction method geared to improve top quality related to instruction and students’ academic achievement. Soleymanpour, Khalkhali and Reayatkoonandeh (2010) further elaborate that those private secondary school that have demonstrated remarkable use of e-learning generally perform quite much better than student counterparts who much rely on use of face-to-face communications and physical interactions with their instructors.
Heeger (2010) report shows that secondary school students who generally participate in online or e-learning achieve far better amounts compared to secondary school students who examined traditional methods. Due to emergence of advancements in educational technology, e- learning is currently gaining substantial attention in education and for this reason; several educational institutions are now pursuing application of electronic learning programs. As such, e-learning is continuously becoming well-established in a number of both private and public education institutions in the world nowadays. Most of these education institutions have become aware of the impacts related to e-learning on students’ academic achievement.
A broad range of learning approaches exists already, for example, e-learning, blended learning, and distance learning which utilize information and communication technology (ICT). The use of ICT can benefit, for example, students in rural areas by having them attend classes as distance learners and motivating them to learn. Regarding this, the potential of e-learning seems very assuring, but because of gaps between developed and developing countries knowledge transfer is not only difficult but also costly. There is little systematic research into the overall effectiveness of e-learning as a learning medium despite the great interest in it, while there is much more work to be done, a variety of e-learning courses aimed at making sustainable development a reality have been developed and demonstrate how e-learning can reach thousands if not millions of minds and potentially plant the seeds of change.
According to case studies, there are already a number of e-learning programs offered in developing countries. These programs are developed by various national and international initiatives. The growth of e-learning programs according to Lockwood & Gooley, 2002 is driven by the need for and potential of providing education in less expensive ways, increased access to information, effective learning and greater flexibility.
1.2 Statement of Problem
This study was necessitated by the deplorable state of educational system in Nigeria due to the inadequate modern teaching–learning facilities and infrastructures. Most libraries in Nigerian secondary schools do not possess required audio-visual learning materials and the ones that have are hardly utilised as a result of incessant power outages and sometimes lack of awareness on the part of the students. Formerly, schools depended on the face-to-face classroom teaching and learning experience but the advent of the technology age has brought about gadget that can improve such experiences.. Various learning approaches are being put in place to compensate for the problems occasioned by this traditional learning paradigm. One of them has been the online instruction, which has the potential to provide opportunities for reflective and integrating learning outcomes. This approach when utilized provides the students with adaptive personalized e-learning experiences because it is a practical approach which can be replicated by the students to improve learning outcomes. It involves the use of mobile technologies such as personal digital assistants and MP3/MP4 player and includes the use of web-based teaching materials, computer rooms or web-sites, webinars, collaborative software and other technologies which can enable the students attend lectures without been physically present. Mavins Beacon application for students, e-mail, blogs, wikis, text chart, computer aided assistant, educational animation, simulation, games, learning management software et cetera are other collaborative packages available.
On the basis, the statement of the problem is to evaluate the impact of e-learning on academic performance of business studies students in secondary schools in Educational District IV of Lagos State.
1.3 Objectives of The Study
- Establish the impact of e-learning on academic performance of Business studies students in secondary schools in Educational District IV of Lagos State.
2. Examine the roles of Government and Private sector on the development of E-Learning in junior secondary schools in Educational District IV of Lagos State.
3. Determine the impact of e-learning on the improvement of the quality of education of business studies students’ in Educational District IV of Lagos State.
4. Ascertain ICT as a key factor for assessing students’ academic performance
1.4 Significance of Study
This study has great significance. First of all, the study findings will provide knowledge and information on the impact of E-learning on education and academic performance of students. It will also provide knowledge and guidelines that may be of help to policymakers. The research is of importance to planners, implementers and recipients of the curriculum to the effect that it could enhance students’ academic performance in various academic disciplines. Application of ICT-based teaching and learning in an interactive manner stimulate students’ interests to acquire knowledge and apply the acquired knowledge in solving practical life social and economic problems.
1.5 Research Questions
The study was guided by the following research questions:
- What is the impact of E-Learning on the academic performance of business studies students in secondary schools in Educational District IV of Lagos State.
- What are the roles of Government and Private sector in the development of E-Learning in junior secondary schools in Educational District IV of Lagos State?
- What is the impact of E-learning on the improvement of the quality of education of business studies students in Educational District IV of Lagos State?
- Why is ICT a key factor in assessing students’ academic performance?
1.6 Scope of Study
The study is aimed at the impact of e-learning on the academic performance of business studies students in secondary schools in Educational District IV of Lagos State.
1.7 Operational Definition of Terms
E-learning-involves use and application of information and communication technologies (ICT) to aid learning
Academic performance-Students efforts as measured by school grades
Educational technology-is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources
Information and Communication Technology (ICT): is the infrastructure and components that enable modern computing.
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