Extent of Utilization of E-Learning Facilities in Primary Schools in Oshimili South Local Government Area of Delta State

Extent of Utilization of E-Learning Facilities in Primary Schools in Oshimili South Local Government Area of Delta State

ABSTRACT

This study examined the extent of the utilization of e-learning facilities in primary schools in Oshimili South Local Government Area of Delta State. Three research questions guided the study. A descriptive survey design was adopted for the study. The population of the study comprised of the three thousand and twenty (3020) primary four pupils (male and female) in all the 23 public primary schools in Oshimili South Local Government Area of Delta State; out of the 23 public primary schools in Oshimili South, 9 schools were randomly selected. In each school, one stream of primary 4 pupils was selected through balloting. A total of 135 pupils were sampled (Male and Female). The instrument used for data collection was a structured questionnaire, which was constructed by the researcher and validated by two lecturers in Primary Education Department of Federal College of Education (Technical) Asaba. One hundred and thirty-five (135) copies of the validated questionnaires were administered on the primary four pupils in the selected primary schools in Oshimili South Local Government Area of Delta by the researcher with the help of 2 research assistants and 125 were retrieved and analyzed using mean statistics. The findings from the study revealed that e-learning facilities are available for effective teaching in primary schools, they available once are widely used and the utilization is affected by several factors such as inadequate electricity supply, poor maintenance culture, lack of technology experts, among others. Based on the findings, it was recommended among others that government should ensure the provision of more E-learning facilities in primary schools in Oshimili South and government should ensure steady electricity supply for effective teaching and learning in primary schools in Oshimili South.

CHAPTER ONE

INTRODUCTION

Background to the Study

Education is the hallmark of technological advancement, innovation and even development. That is why the methods and strategies used in passing knowledge is very important. Instructional delivery has now taken to another level due to the advent of E-Learning. Nowadays teachers are compelled to make use of E-learning facilities, especially at the primary school level to enhance pupils’ learning.

The revolution in E-Learning (ICT) has significantly impacted various aspects of human endeavor, including education. Teachers, educationists, and administrators must possess the necessary skills and competencies to implement electronic agendas in their schools. In Nigeria, the primary school curriculum has expanded with the inclusion of science and vocational subjects, necessitating the use of interactive facilities for effective lesson delivery and curricular objectives. E-learning is a crucial aspect of this new model, encompassing content and instruction methods, revised curriculum, infrastructure, teacher professional development, textbooks, and exams. It provides students with technology and 21st-century skills, such as creative problem-solving. E-Learning in education also allows access to vast educational resources online and in online libraries. Networking among teachers, students, and others can foster a lively community sharing information, ideas, and strategies (Adeyemi, 2018). The provision of an E-Learning system is crucial for providing a comprehensive Information and Communications Technology solution within schools. Blackboard and similar systems offer an easy, well-structured medium for learning and teaching, allowing access from anywhere in the world. Properly used E-Learning systems support modern, productive pedagogy (Austin, 2019).

E-learning refers to a learning system that we can obtain through the internet using an electronic device. We also call it online learning or online education. The ‘E’ in E-learning stands for ‘Electronic.’ Hence, the original term ‘electronic learning.’ The term may also refer to a network that can provide knowledge and skills to one or more individuals. The network can provide the knowledge or skills either to everyone simultaneously or individually. E-learning is training provided via a computer or other digital device, allowing technology to facilitate learning anytime, anywhere. E-learning refers to a learning system based on formalized teaching but with the help of electronic resources. While teaching can be based in or out of the classrooms, the use of computers and the Internet forms the major component of E-learning. E-learning can also be termed as a network enabled transfer of skills and knowledge, and the delivery of education is made to a large number of recipients at the   same  or      different      times (Ronald, 2017).
However, with the rapid progress in technology and the advancement in learning systems, it is now embraced by the masses. The introduction of computers was the basis of this revolution and with the passage of time, as we get hooked to smartphones, tablets, etc, these devices now have an importance place in the classrooms for learning (Olaniyi, 2019). Books are gradually getting replaced by electronic educational materials like optical discs or pen drives. Knowledge can also be shared via the Internet, which is accessible 24/7, anywhere,        anytime.
E-learning, also known as online or electronic learning, is the acquisition of knowledge through electronic technologies and media. It is typically conducted on the internet, allowing students to access learning materials at any time and place (Austin, 2019). E-learning is often conducted through online courses, degrees, or programs, offering numerous advantages over traditional learning methods. It can be used for various purposes, such as classroom add-ons or online substitutions for face-to-face meetings (Sa, 2017). According to Olaniyi (2019), instructions are delivered through digital devices to support learning, and e-learning uses information and communication technologies to enable access to online teaching and learning resources. E-learning enhances performance and knowledge by accessing educational curriculums outside traditional classrooms (Parks, 2017).

The use of information and communication technologies (ICT) for educational purposes has grown significantly in recent decades, leading to the evolution of e-learning practices (Bijan, 2016). However, the definition of e-learning is complex due to the multiplicity of perspectives surrounding it (Austin, 2017). The term has been attributed to various concepts, including computer-based learning, technology-based training, and computer-based training, which predate the first mention of e-learning in the mid-1990s. Some people also confuse e-learning with virtual campuses or online courses, which can be part of the e-learning universe but do not sufficiently define it. The evolution of distance education, influenced by new technologies and computer scientists’ contributions, poses a major challenge for educational institutions to integrate these technologies into their organization and teaching (Aggarwa, 2017). The incorporation of E-Learning into the learning process is achieved through various perspectives and formulas, but with one common denominator: the use of practices rooted in distance education.         The concept of e-learning refers to education or learning through the use of modern technology such as computers, digital technology, networked digital devices (INTERNET) and associated software and course ware (Wikipedia, 2014). As opposed to distance learning, e-learning is a term that is used to refer to all E-Learnings, networked, internet and other forms of electronic media that can be used to enhance teaching and learning so as to transfer knowledge and skills (Bates & Poole, 2019). E-learning, otherwise referred to as computer-based training (CBT), internet based training (IBT) or web based training (WBT), includes all forms of electronically supported teaching and learning activities for learners (Austin, 2019). In e-learning, curriculum content in the form of texts, visuals, e.g. pictures, posters, videos, audio/sound, multicolor images, maps, and graphics, can be simultaneously presented on-line to students in both immediate locations (classroom model of e-learning) and various geographical distances (Distance Education model of e-learning). E-learning is a term that describes educational technology users in fundamental structural changes that can be used to achieve significant improvements in productivity. Used to support both teaching and learning, technology infuses classrooms with digital learning tools, such as computers and hand-held devices; expands course offerings, experiences, and learning materials; supports learning; builds 21st century skills; increases student engagement and motivation; and accelerates learning. Technology also has the power to transform teaching by ushering in a new model of connected teaching. This model links teachers to their students and to professional content, resources, and systems to help them improve their own instruction and personalize learning.

By increasing the rate of learning, decreasing the cost of program delivery or instructional materials, and making better use of teacher time for electronically or technologically based learning and teaching, online learning opportunities, open educational resources, and other technologies can boost educational productivity (Wikipedia, 2019).

E-learning facilities encompass a variety of components and tools to facilitate online education. E-learning facilities such as printers, photocopying machines, desktop computers, laptop computers, phones, electronic typewriters, scanners, power points, software projection, screen projectors, internet facilities, radio, television, smart boards, video recorders, CD writers, I-pads, audio tapes and digital Cameras among others are meant to be used to facilitate teaching and learning (Olaniyi, 2019). E-learning facilities such as printers, photocopying machines, desktop computers, laptop computers, phones, electronic typewriters, scanners, power points, and software among others are not utilized. Austin (2019), observed that E-learning facilities such as printers, photocopying machines, desktop computers, laptop computers, phones, electronic typewriters, scanners, power points, and software among others are not utilized for teaching and learning especially at the primary school level. This according to Ronald (2017), is as the result of   inadequate funding of E-Learning programs, inadequate E-Learning infrastructural facilities, shortage of E-Learning manpower, unstable power supply, high cost of E-Learning facilities and poor network services, and poor implementation of E-Learning policies in basic schools.

Hence the need to ascertain the extent of the utilization of e-learning facilities in primary schools in Oshimili South Local Government Area of Delta State.

Statement of the Problem

Education is seen as a continuous process of imparting knowledge into an individual to enable him or her become useful to himself or herself. This requires a consistent system where transfer of knowledge will be continuous without any form of hindrance. However, the one-on-one teaching and learning seem to be hindered or affected by certain factors such as closedown of school as a result of outbreak of diseases and insecurity. For example, when the cases of corona virus increased, the government was left with no option but to lockdown the country for some months which greatly affected educational system.

The child seems to forget things learnt when not used for long time. When children are left out of school for a long period of time, it affects their academic performance. The only way forward is to introduce a system such as electronic learning where the children can learn without necessarily going to the school or having to meet one-on-one.

The call for application of e-learning in primary school  is to infuse efficiency and effectiveness in curriculum implementation. However, studies have revealed that in developing nations including Nigeria, e-learning is challenged with the problem of material devices such as computer, computer laboratories, internet and e-mail facilities, videophone systems and teleconferencing devices, fax and wireless applications, digital library, digital classrooms, multimedia systems and the problem of multimedia course ware development among others  as well as is dearth of trained teachers for e-learning, lack of facilities, infrastructures and equipment (Obed, 2021). It is against the light of the above that this study is carried out to ascertain the extent of the utilization of e-learning facilities in primary schools in Oshimili South Local Government Area of Delta State.

Purpose of the Study

The main purpose of the study is to ascertain the extent of the utilization of e-learning facilities in primary schools in Oshimili South Local Government Area of Delta State. Specifically, the study is aimed at ascertaining:

1. The extent of the availability of E-learning facilities in primary schools in Oshimili South.
2. The extent of the usability of the available E-learning facilities for enhancing pupils learning in Oshimili South.

• Factors affecting the effective utilization of E-learning in primary schools in Oshimili South.

Research Questions

To effectively carryout the study, the following questions were raised:

1. To what extent are E-learning facilities available in primary schools in Oshimili South?
2. To what extent are E-learning facilities applied in enhancing pupils’ learning in in Oshimili South?

• What are the factors affecting the effective utilization of E-learning in primary schools in Oshimili South?

Significance of the Study

The study would be of benefit to pupils, teachers, government, researchers and the field of primary education.

The findings of the study would be beneficial to the pupils because it will enable know the kinds of E-learning facilities available which will help them take advantage it and enhance their learning.

The findings could enable the teachers to appreciate the need for E-learning. It will help to improve teachers’ knowledge on the usage of electronic learning facilities and how to use certain websites and Apps on the phones as well as other gadgets as a means of a “Virtual Classroom”. It will also help them learn the skills necessary for using this E-learning facilities in enhancing pupils learning.

The findings of the study would also be a wake-up call to the government on the challenges faced in using the platform. This will enable the government through the ministry of basic education to look for ways to tackle the challenges for the effective use of e-learning at the primary school level.

Finally, the study would add to the existing literature in the field of primary education which will also serve a refence material to researchers who may wish to carry out related study in this field.

Scope of the Study

This study is delimited to the extent of the utilization of e-learning facilities in primary schools in Oshimili South Local Government Area of Delta State. With particular emphasis on the availability, usage and the challenges on the use of e-learning facilities in primary schools. The study is further delimited to public primary schools. The respondents of the study are public primary school pupils in Oshimili South.

Pages:  59

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.