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A critical analysis of the effect of e-Learning on academic performance of distance e-Learners in a Nigerian university.
Get PDFDoctoral Degree. University of KwaZulu-Natal, Edgewood.The emergence of technologies of learning, and recently the use of Open Educational Resources and the increased awareness of the “DotNet (or Y) Generation” have made demands on traditional education and learning systems to be more open, flexible and customised towards what students expect. E-learning has increasingly been used in most parts of the world as a viable alternative to conventional education. It is believed that that the potential of information and communication technology (ICT), and more so e-learning, would bring positive impacts to teaching and learning by providing students and teachers with flexibility, accessibility, more opportunities for participation and collaboration and better outcomes. Any change in teaching and learning strategies is always evaluated by its impact on academic performance. Previous studies have focused mostly on academic performance of traditional on-campus students, but not many on distance e-learners within the Nigerian educational system. The researcher observed from the literature that there was limited research on the effects of e-learning on academic performance of distance e-learners. Most studies on e-learning in Nigeria focused on the problems, challenges, attitudes, prospects and awareness of e-learning. The rationale for this study resulted from this limited research in Nigeria on the effects of e-learning on academic performance of distance e-learners. This study focused on this research gap as identified in the literature.
The purpose of the study was to critically examine the effects of e-learning on academic performance of distance e-learners in a Nigerian university. To achieve this overall aim, the study set out to determine the best predictors of academic performance of distance e-learners and thereby propose a model to enhance academic performance.
This study adopted a mixed-method approach in its data collection process; however, the study was dominated by a quantitative approach, while the qualitative approach was used to consolidate the findings of the quantitative study. A questionnaire was used to collect quantitative data while focus group interviews were used to collect qualitative data. The study was conducted in four selected study centres of the university and a total of 1,025 participants completed the survey-based questionnaire.
The researcher used Spearman’s correlation coefficient, ANOVA, T-Test and post-hoc Test in order to determine the effects of each of the factors on academic performance. Ordinal regression was used to determine the best predictors of academic performance of distance e-learners. The quantitative data was analysed using Statistical Package for Social Sciences (SPSS) while qualitative data was transcribed before analysis. The conceptual framework used in the study was made up of the variables identified in literature and the 3P model of Teaching and Learning. The 3P model of Teaching and Learning was then used to further explain the result of the study.
The findings of this study indicated that there are eight factors which influence academic performance of distance e-learners. These are students’ ICT literacy level, frequency of engagement with ICT, marital status, previous academic performance, hours spent on the Internet per day, hours spent on social media per day, hours spent on a computer for studies per day and family size. In addition, the findings indicated that age, employment, gender, previous qualification, learner-content interaction, learner-instructor interaction, learner-learner interaction, learning style, work experience, family income, home background and parent education do not influence academic performance of distance e-learners. However, when the data was split based on gender, the result revealed that learner-content interaction and learner-instructor interaction only influence academic performance of female distance e-learners.
Finally, the model developed for this study revealed that frequency of engagement with ICT, students’ ICT literacy level, marital status, previous academic performance and previous qualification are the best predictors of distance e-learners’ academic performance. This serves as the contribution of the study to the body of knowledge. Based on the findings of the research, recommendations have been made which will assist Nigerian university policy makers and course developers with a view to improving the academic performance of distance e-learners
The Challenges and Prospects of E-learning in National Open University of Nigeria
Get PDFThe study investigated the challenges and prospects of e-learning in National Open University of Nigeria. It sought to find out Attitudes of students towards e-learning. The study investigated the various challenges of e-learning in NOUN. Also the studies investigated prospects of e-learning, availability of e-learning facilities and also determine the ICT competence of NOUN students. The design of the study is a descriptive survey type. The sample for the study consisted of 250 students randomly selected from all the faculties in National Open University of Nigeria, Akure Study Center. 50 students were drawn from each faculty using simple random sampling technique giving a total of 250 students (respondents). A questionnaire titled “Challenges and Prospects of E-learning in National Open University of Nigeria” designed by the research was used to collect data. The instrument was validated by expert in Computer Science, Educational Technology and Test and Measurement. To ensure the reliability of the instrument, a Cronbach alpha statistics technique was employed and a reliability coefficient of 0.84 was obtained. This value is high enough for a study of this nature. The data collected were analyzed through the use of descriptive statistics such as frequency count, percentage and bar chart. The result of the findings showed that: NOUN students show positive attitude towards the use of e-learning. Majority of the respondents agreed that NOUN does not have enough e-learning equipment and facilities. There are challenges affecting the utilization of e-learning in NOUN for instructional purposes. The study also revealed that e-exam adopted by NOUN contributes to students’ ICT competence and prospects of e-learning if fully implemented
TOWARD SUSTAINABLE ICT INTEGRATION IN NIGERIAN SECONDARY SCHOOLS: A FOUR-PILLAR FRAMEWORK FOR SYSTEMIC REFORM: 10.24250/jpe/si/2025/OSA/
No full textDespite growing global consensus on the transformativepotential of Information and Communication Technology(ICT) in education, its integration into Nigerian secondaryschools has been uneven and fraught with systemicobstacles. ICT is widely recognized for enhancing teachingeffectiveness, fostering learner engagement, promotinginclusivity, and equipping students with the digitalcompetencies necessary for thriving in a 21st-centuryknowledge economy. However, empirical evidence andpolicy analyses reveal a significant gap between Nigeria'spolicy ambitions and the practical realities of ICTdeployment in public secondary schools. This conceptualpaper synthesizes recent literature (2020–2024) andnational policy documents—including the National Policyon ICT in Education and the National Digital EconomyPolicy and Strategy—alongside insights from fieldworkconducted in Nigeria. It identifies structural, pedagogical,and governance-related constraints undermining effectiveICT adoption. Anchored in constructivist and capabilityapproaches to education, this study proposes a Four-PillarFramework as a strategic roadmap for sustainable ICTintegration. The framework highlights four interrelatedpillars: (1) access to digital infrastructure, (2) teacherdigital competence, (3) curriculum alignment with ICTpedagogy, and (4) coherent and accountable policygovernance. Each pillar is critically examined with respectto its current status, stakeholder involvement, and potentialfor scalable intervention. Findings indicate that withouttargeted investment, institutional readiness, and localizedimplementation strategies, ICT initiatives risk becomingtokenistic or extractive. This paper contributes to theongoing discourse on digital equity, educational reform,and sustainable development in the Global South. It offerspractical insights for policymakers, educators, anddevelopment agencies seeking to bridge the digital divide and foster systemic change in Nigerian education. Byadopting the Four-Pillar Framework, stakeholders canwork collaboratively to transform ICT integration from aperipheral initiative into a foundational pillar of inclusiveand quality education
EXPLORING STUDENTS’ VIEWS ON DETERMINANTS OF ACADEMIC SUCCESS OF E-LEARNERS IN A NIGERIAN UNIVERSITY: 10.24250/jpe/2/2024/OSA/DWG/
No full textThe Nigerian educational system is today beset by numerousproblems. None of these is more genuine and tenacious thanstudents’ poor academic performance across all educationallevels. This is one of the greatest drawbacks to educationaladvancement. The purpose of this paper was to explore students’views on factors influencing academic performance of elearners.The population consisted of all students from secondyear to fourth year of the National Open University, South Westgeo-political zone. The respondents were asked to express theirviews on factors perceived to influence their academicperformance. The study employed a qualitative study design asa means of carrying out the research. The sample of the studywas made up of 48 respondents from the University which wereselected using purposive sampling technique. Data werecollected through focus group interviews, the interviews wereaudiotaped and transcribed, and data was analyzed throughthematic analysis. The results of this study revealed factors suchas computer reliance and knowledge, benefit of Internet, priorICT experience, collaborative learning, parent influence – ICTliteracy, self-efficacy and motivation and progressive use ofcomputer and benefits as factors perceived by the students toinfluence their academic performance. Based on the findings ofthis study, it was recommended that distance e-learners shouldbe encouraged to register for ICT training before being admittedinto higher institutions. It was also recommended that themanagement of the university should give open access to theInternet and e-mail in the university by establishing ICT learningresource centres that give room for students to access relevantsoftware, applications and technology of any form
Students’ Views toward the Usage of Weblogs for Educational Purposes in Nigerian Tertiary Institutions
Get PDFThe aim of this paper was to evaluate students’ views toward the usage of weblogs for educational purposes in Ondo state tertiary institutions. Three research questions were designed to guide the study. The population consisted of all undergraduates in three selected tertiary institutions in Ondo state. The sample of the study consisted of 358 respondents who were selected using convenience and purposive sampling techniques. A self-structured questionnaire was used to collect data. The result of the findings revealed that students are aware of the usage of weblogs for educational purposes. The findings revealed that students show a positive perception toward the weblog. It was also revealed that Blogs help to provide solutions to Group assignments through enhanced interaction, promote reflective learning, and enhance interaction between teachers and students. Lastly, the results of the study revealed that constraints such as inadequate electricity, bad internet facility, lack of mobile phones and personal computers, lack of relevant software, and insufficient knowledge are the constraints toward the usage of weblogs. Based on the findings of this study, it was recommended among other things that administrators of tertiary institutions should create an enabling environment for intellectual exchange, aligning with tertiary institutions' curriculum to promote the use of weblogs for educational purposes. It was also recommended that Governments should install robust and reliable Internet (Wi-Fi) facilities through the Department of ICT Directorate in the tertiary institutions
Predictors of academic performance of distance e-learners in a Nigerian University
Get PDFThis study was designed to analyze the predictors of the academic performance of distance e-learners. The population consisted of all distance learners in the university study centers in the South-West geopolitical zone. The sample of the study was made up of 1025 respondents from the university, which were selected using a purposive sampling technique. A mixed-method approach was used for the collection of data. This study applied ordinal regression analysis in searching for the best predictors among the variables under investigation in predicting the academic performance of distance e-learners. A quantitative approach was used to determine the best predictors. In contrast, a qualitative approach was used to support the quantitative results and reveal other variables not covered in the questionnaire. Results showed that five variables best predicted academic performance, and together they explained 10% of the variance in academic performance after considering all the rules that guide ordinal regression analysis. Frequency of engagement with information and communication technology (ICT) was found to be the strongest predictor, followed by students’ ICT literacy levels, marital status, previous academic performance and entry qualification. Based on the study\u27s findings, it was recommended that policymakers and educational stakeholders fully support the implementation of e-learning in Nigerian universities
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
The Challenges Toward Implementation of Information and Communication Technology (ICT) in Secondary Schools in Ondo State, Nigeria
No full textInternational audienceThe study investigated the Challenges of Information and Communication Technology (ICT) in secondary schools in Ondo state. It sought to find out the level of access to ICT among secondary school teachers and students. Also the study investigated the level of utilization of ICT for instructional purposes and the attitude of teachers and students towards ICT utilization of ICT in secondary schools. The study adopted the descriptive survey design. The sample for the study consisted of 450 teachers randomly selected from two hundred and ninety six (296) secondary schools in the eighteen Local Government Areas of Ondo State. A combination of multistage, stratified and simple random sampling technique was used in selecting the sample. A questionnaire titled "Challenges of information and communication technology for secondary schools teachers (CICTSST)" was designed and validated. The data obtained were analyzed using frequency counts, percentages, mean and bar chart. The result of the findings showed that: ICT facilities are not available in schools. Majority of the teachers and students do not have access to ICT. There are significant factors affecting the utilization of ICT for instructional purposes. The study also revealed that teachers show positive attitude toward utilization of ICT in teaching and learning
An Appraisal of Educational Technology Usage in Secondary Schools in Ondo State (Nigeria)
No full textInternational audienceThis study examined and appraised the use of Educational Technology in secondary schools in Ondo State South West, Nigeria. The study investigated the level of availability of Educational Technology facilities in schools, attitude of teachers toward educational technology, the perceived benefits of using Educational Technology, the problems facing the use of Educational Technology in secondary schools and Application of Educational Technology in schools by teachers. The descriptive survey design was used for the study. The population consisted of all the teachers and principals of the secondary schools in Ondo State. The sample consists of 400 teachers and 40 principals randomly selected from the secondary schools in Ondo State. A self designed questionnaire tagged Educational Technology and Secondary Schools (ETSS) was used to collect the data for the study. Data collected for the study were analyzed using frequency count, percentage scores, mean and charts. The study revealed that Educational Technology facilities were lacking in schools and teachers and students were to a little extent exposed to the use of Educational Technology. Moreover, the study revealed the perceived benefits of using Educational Technology in schools which include making teaching-learning interesting; helping the distance learning program; Educational technology provide for individual differences; Educational technology makes teaching efficient and effective. However, despite these perceived benefits, the study also revealed some of the challenges facing Educational technology in secondary schools as: Epileptic supply of electricity: misconception of right concept of educational technology; Shortage of specialist in educational technology; inadequate facilities to support full application of educational technology and lack of fund. It was therefore recommended that government should increase the funding of the education sector. There should also be periodic training for teachers on educational technology skills acquisition
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