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ASSESSMENT OF E-LEARNING EFFECT ON EARLY YEARS LEARNERS IN PRIMARY SCHOOLS DURING LOCK-DOWN IN NIGERIA
CHAPTER ONE
INTRODUCTION
- Background of the study
Africa now has more children in primary school than ever before, more girls going to school and more women who are literate (Isaacs and Hollow, 2012). E-learning is an extended form of classroom teaching where learning, either online or offline is facilitated by the use of computer, telecommunication devices, networks, and storage capacity. On top of its easy delivery of information and interactive nature, the main benefit behind using the ELearning instead of the traditional way is that Learners develop communication as well as personal skills such as autonomy, analytical perception, abstraction and others (Dargham, Saeed and Mcheik, 2013). Over the years, Information and Communication Technology (ICT) has grown to become an important driver of e-learning and digitalization.
E-Learning is a term that encompasses a broad array of content and instruction methods, and that has come to mean a new model of education involving revised curriculum, infrastructure, teacher professional development, textbooks, and exams to provide students with technology and “21st century skills” such as creative problem solving. A particularly useful aspect of ICT in education includes accessing the enormous amount of educational resources on the Internet and online libraries. The networking of teachers, students and others can also produce a lively community sharing information, ideas and strategies. (Olson, Codde, deMaagd, Tarkelson, Sinclair, Yook and Egidio, 2011).
The provision of an E-Learning system is an important factor in providing a comprehensive Information and Communications Technology solution within schools. Blackboard and other similar systems provide an easy to use, well structured medium to assist learning and teaching because students and teachers are able to access information from anywhere around the world. An E-Learning system used properly is an important support structure for the delivery of modern, productive pedagogy (VITTA and Keane, 2005). Pardemean and Suparyanto (2014), in their study, showed that the students’ computer skills had a strong correlation with their achievements. Therefore, it is important to consider the influence of computer skills on achievement when implementing ICT into the learning process. A computer skills test should be designed and administered as a part of the student admissions requirements. The test should be taken prior to the students’ participation in an e-learning process. Furthermore, the school that implements an e-learning should consider students’ computer skills when dividing the students into groups based on students’ abilities.
The report from The European EUN Consortium Study from 27 countries suggests that there are two possible reasons for the slow move away from traditional classroom teaching methods. One is that teachers are still learning how to use Virtual Learning Environments (VLEs) in innovative ways, and two, VLEs in their current form hardly support the desired change (Vuorikari, 2003; Lennon and Maurer, 2003). In the United States three in five children under the age of 18—and more than 78% of children between the ages of 12 and 17—go online. For the most part, students’ educational use of the Internet occurs outside of the school day, outside of the school building, outside the direction of their teachers. They use the Internet as a: “virtual textbook and reference library …virtual tutor and [most importantly] study shortcut, (includes viewing the Internet as a mechanism to plagiarize material)… virtual study group. Students think of the Internet as an important way to collaborate on project work with classmates, study for tests and quizzes, and trade class notes and observations. .. virtual guidance counselor… virtual locker, backpack, and notebook. Students think of the Internet as a place to store their important school-related materials and as a way to transport their books and papers from place to place. Online tools allow them to keep track of their class schedule, syllabi, assignments, notes, and papers.”
(PEW, 2003; Lennon and Maurer, 2003)
In a research carried out in Ekiti State, Nigeria, Adeyemi and Olaleye (2010) noted that many schools
in Ekiti State are deficient in the availability of information communication and technology (ICT) equipment and facilities. Although most schools have computers and printers, almost all the schools did not have projectors, projectors screen, scanning machines and fax machines. This is an indication that ICT materials are not vigorously provided for the schools and it suggest that, the State is not fully ready to imbibe information communication and technology. The finding however negated the findings made by Adejumo (2000) which indicated a moderate level of usage of ICT in management of secondary school in Lagos State, Nigeria. In a similar research carried out at the University of Lagos, Nigeria, Okiki (2011) reported the following challenges of E-learning: High cost of hardware in Africa; High import tariffs and less price competition; Transmission cost is equally high in Africa; Internet access in Africa is through a foreign gateway; Shortage of skilled manpower; Existing telecommunication infrastructure is in very poor condition; Computer technology illiteracy among the students; Cost of acquiring and installing the gadget required for e-learning; Incessant Power Supply; Maintenance culture; Bandwidth limitations. Limited band-width means slower performance for sound, video and intensive graphics, causing long waits for download that can affect the ease of the learning process.
- Statement of the problem
There may have been previous researches in this subject. This work gives further explanations and analysis in assessment of e-learning effect on early years learners in primary schools during lock-down in Nigeria. The challenges posed by lockdown demanded a quick substitute in the medium of learning.
- Objectives of the study
- To understand the impact of e-learning on early years learning in primary schools during lockdown
- To understand the relationship between e-learning and improved early years learning in primary schools during lockdown
- Research questions
1.To understand the impact of e-learning on early years learning in primary schools during lockdown
- To understand the relationship between e-learning and improved early years learning in primary schools during lockdown
- Research hypothesis
H0: There is no relationship between e-learning and improved early years learning in primary schools during lockdown
H1: There is a relationship between e-learning and improved early years learning in primary schools during lockdown
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