CHAPTER ONE

INTRODUCTION

1.1 Background of Study

E-learning according to Sale (2017), is the use of electronic technology to deliver education

and training applications, monitor learner’s performance and report learner’s progress. Hedge

and Hayward (2014), defined it as an innovative approach for delivering electronically

mediated, well-designed, learner-centered and interactive learning environments to anyone,

anyplace, anytime by utilizing the internet and digital technologies in concern with

instructional design principles. It is all about learning with the use of computers. In this age,

learning with the use of computer is simply online ways of acquiring knowledge through the

internet or through the offline − CD-ROM; the online involves the use of Internet

Explorer/Navigator. It may be in form of Audio, Visual, and or Audio/Visual. The process

and applications of e-learning technology include computer-based learning, web-based

learning, virtual learning, blended learning, hybrid models, internet learning, networked

learning, Tele-learning, computer-assisted learning and online classroom and digital

collaboration where contents is delivered via the internet, intranet/extranet, audio and or

video tapes, satellite TV and CD-ROM (Arbaugh, 2017; Achuonye, 2004; Ukoha, 2018).

E-learning refers to the use of ICT to enhance and/or support learning in tertiary education.

However, this encompasses an ample array of systems, from students using e-mail and

accessing course materials online while following a course on campus, to programmes

delivered entirely online. E- learning can be of different types; a campus-based institution

may be offering courses, but using E- learning tied to the Internet or other online network

(Lorrain et al, 2007). E-learning is not only about training and instruction but also about

learning that is tailored to the individual. Different terminologies have been used to define

learning that takes place online (Lorrain et al., 2007; Oye 2011). The early use of computers

1
and ICT were geared to support classroom instructional methods. Gradually, as more and

more personal computers became available, the concept and practice of online classes was

investigated and explored by some pioneering colleges and universities.

In Nigerian schools, the commonest type of e-learning adopted is in form of lectures note on

CD-ROM which can be played as at when the learners desires. The challenge of this method

is that the numbers of students per computer in which these facilities are available are un-

interactive as compared 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 café but because there are people of diverse intension on the net at the same

time, and the bandwidth 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. The number seems very low (compared to other parts of the world

and the usefulness of the e-learning in the economy development) because of location of most

institutions, bandwidth issue and mostly the challenge of electricity.

The National Open University of Nigeria (NOUN), was established in July, 1983, by an Act

of the National Assembly as the first distance learning tertiary institution in Nigeria when it

became crystal clear to the Federal Government that the ever growing demand for education

by her people cannot be met by the traditional means of face-to-face classroom instructional

delivery. The institution was closed down few weeks after its establishment and the Act that

established the University was suspended in 1984 by then Federal Military Government that

overthrew the civilian government. Many years after the closure, the compelling reasons that

informed the earlier establishment of the university as well as the need to fill the gap created

2
by the Federal Government clamped down on mushroom outreach study centers of many

conventional universities all over the country and the need to take advantage of emerging

developments in the field of ICTs which have revolutionalized the techniques and methods of

instructional deliveries in the distance learning mode necessitated the reactivation of the

suspended NOUN Act of 1983 in 2002. This paved the way for the resuscitation of the

NOUN.

E-Learning or On-line education offers students excellent opportunities for individual

communication with their study materials, study resources, and their tutors. It is the

interactive exploits technology and communication systems to improve the learning

experience. It has the potential to transform the way we teach and learn across the board

(i.e.24 hours / 7 days) throughout the year. It can raise standards, and widen participation in

lifelong learning. It is important to bear this in mind that Elearning as learning facilitated

online through network technologies involves the utilization of virtual technologies in the

practice of teaching, learning and assessment (Lee, Hong and Ling, 2016) and at National

Open University of Nigeria, e-learning activities started with the most basic use of audio

tapes and progressed to the use of CD-ROM, interactive videos and now, the university has a

most standard e-learning laboratory using one of the best Learning Management Systems,

LMS.

The National Open University of Nigeria, NOUN, sprang from the ashes of the defunct

National Open University, which was abruptly closed down by a military government in

April 1984, barely one year after its establishment. In the year 2000, after an international

workshop cohosted by the Commonwealth of Learning, COL, and the Nigerian Federal

Government, the years 2001 − 2010 were declared a decade of open a distance learning in

Nigeria. Thereafter, a time-line was drawn for series of activities and implementation

strategies. One of such strategies was the resuscitation of the defunct Open University which

3
now had to be re-named National Open University of Nigeria (NOUN). Electronic learning is

basically the use of Information and Communication Technologies (ICTs) to enhance and

support learning / teaching and research (Eteng and Ntui, 2009).

Therefore, in kaduna Metropolis where the research will be carried out, the activities that was

conducted is to know the students access to E-learning resources and their academic

achievements. Case study of Kaduna metropolis in kaduna state.

1.3 Statement of Problems

Investigation revealed that the effective participation in Electronic Learning requires robust

hardware and a broad band internet connection. Some classrooms or computer labs may not

have computers that meet the minimum or recommended specification for optimal use of

virtual world (Stacy & Liz, 2018).

Students at times generate problems for themselves by enrolling on online classes without an

e-mail address or account with an internet service. This means that they cannot assess

information for Electronic Learning consumption. Consequently, they cannot achieve their

objectives of effective learning.

Several research works have been carried out on academic performance especially on

students, but not much on e-learning students within the Nigerian educational system. There

seems to be any study that focuses on the investigation and identification of the students

access to E-learning resources and their academic achievements. Case study of Kaduna

metropolis in kaduna state.

1.4 Aim and Objectives of Study

The aim of the study is to investigate the students access to E-learning resources and their

academic achievements. Case study of Kaduna metropolis in kaduna state. In achieving this

aim, the following specific objectives were laid out as follows:

4
 1. To determine whether students are acquainted with the required knowledge necessary

for the use of e-learning facilities;

2. To examine the attitude of students and staff of Kaduna Metropolis in Kaduna State to

the use of e-learning facilities towards teaching and learning;

3. To find out if Kaduna Metropolis in Kaduna State have enough e-learning facilities and

equipments; and

4. To determine the extent of e-learning facility being used towards the achievement of

teaching-learning goals in Kaduna Metropolis in Kaduna State.

1.5 Research Questions

The study came up with research questions so as to be able to ascertain the above stated

objectives. The specific research questions for the study are stated below as follows:

 Are students really acquainted with the required knowledge necessary for the use of e-

learning facilities?

 Does Kaduna Metropolis in Kaduna State of Nigeria have enough e-learning facilities

and equipments?

 To what extent is the e-learning facility being used towards the achievement of

teaching-learning goals in Kaduna Metropolis in Kaduna State?

 What is the attitude of students and staff of Kaduna Metropolis in Kaduna State to the

use of e-learning facilities towards teaching and learning?

1.7 Significance of Study

An attempt to embark on this study might provide a diagnostics basis for solving problems or

challenges facing e-learning as well as knowing the prospects of e-learning in Nigerian

university education. It might also help to change the altitude of students as well as

teachers/lecturers towards e-learning.

5
Also, it will find out the role of Government to the development of e-learning through the

provision of e-learning equipments. In addition, it will make the teachers/lecturers, Students

and government to be aware of the challenges and prospects of e-learning in Nigerian

university education.

This study will be of immense benefit to other researchers who intend to know more on this

study and can also be used by non-researchers to build more on their research work. This

study contributes to knowledge and could serve as a guide for other study.

1.8 Scope of Study

The scope of the research is focused on the students access to E-learning resources and their

academic achievements. Case study of Kaduna metropolis in kaduna state.

1.10 Definition of Terms

E-Learning: E-learning refers to electronic learning. This means using a computer to deliver

part, or all of a course whether it is in a school or a full distance learning course.

Challenges: Challenges refers to a matter or situation regarded as unwelcome or harmful and

needing to be dealt with and overcome.

Prospects: Prospects is from the Latin word prospective which means “a view or outlook”. A

prospect is a way of looking ahead and expecting good things, a possibility that something

fabulous or great will happen. It is like potential in that it is something that might be but is

not yet. There is also the potential for something bad to happen, but prospects usually look

good.

Distance Education: Distance education refers to a method of studying in which lectures are

broadcasted or classes are conducted by correspondence or over the internet, without the

students needing to attend a school or college.

6
Education: Education refers to the process of receiving or giving systematic instruction,

especially at a school or university. The act or process of impacting or acquiring general

knowledge, developing the powers of reasoning and judgement and generally of preparing

oneself or others intellectually for mature life.

University Education: This refers to an optional final stage of formal learning that occurs

after secondary education. It is otherwise known as higher education, post − secondary

education, tertiary education or third-level education.

7
 CHAPTER TWO

LITERATURE REVIEW

Introduction

This chapter gives a review of related literature taken from various sources. The review is

organized under the following sub-headings:

- Conceptual Review of E-learning,

- Theoretical Framework,

- Overview of Constructivist Learning and Electronic Learning,

- ICT in Education System,

- Importance of ICT in Education

- Empirical Studies.

- Summary of the Study

Conceptual Review of E-learning

E-learning refers to the use of ICT to enhance and/or support learning in tertiary education.

However, this encompasses an ample array of systems, from students using e-mail and

accessing course materials online while following a course on campus, to programmes

delivered entirely online. E- learning can be of different types; a campus-based institution

may be offering courses, but using E- learning tied to the Internet or other online network

(Lorrain et al, 2007). E-learning is not only about training and instruction but also about

learning that is tailored to the individual. Different terminologies have been used to define

learning that takes place online (Lorrain et al., 2007; Oye 2011). E-learning refers to the use

of ICTs to enhance and support the teaching and learning process. It allows for efficient

transfer of knowledge anywhere and anytime, regardless of subject matter, and opens up a

world of learning unavailable in most corners of the world.

8
The early use of computers and ICT were geared to support classroom instructional methods.

Gradually, as more and more personal computers became available, the concept and practice

of online classes was investigated and explored by some pioneering colleges and universities.

Developments in information and communication technologies (ICTs) have impacted all

sectors of society, including the education sector. In higher education application of ICTs in

the form of e-learning is already changing teaching and learning processes. There are many

pedagogical and socio- economic factors that have driven higher learning institutions to adopt

e-learning. These include greater information access; greater communication; synchronous

learning; increased cooperation and collaboration; cost-effectiveness (e.g. by reaching

different students and in greater numbers); and pedagogical improvement through

simulations, virtual experiences, and graphic representations. Both trainers and learners can

choose more appropriate applications which are flexible in time, in place, personalized,

reusable, adapted to specific domains and more cost-efficient (Adomi, 2005; Fisser, 2001;

Pelliccione, 2001; Olabode, Marlien & Jacobs et al , 2005; Bruno, 2007).

Ajadi, et al (2008) Olaniyi (2006) explain that the commonest type of e-learning adopted in

Nigerian schools is in the form of lecturers’ notes on CD-ROM, which can be played as and

when the learners desire. They noted that some institutions adopted the use of Intranet

facilities; however, this is not well maintained because of challenges of irregular power

supply and the high cost of running generators. Most students in Nigeria go to a cyber café to

access Internet facilities.

Despite all these and other challenges facing e-learning in Nigeria’s educational institutions,

institutions such as the University of Ibadan, Obafemi Awolowo University, University of

Benin, University of Abuja, University of Lagos, and the National Open University of

Nigeria (NOUN), among others, have facilities for e-learning. This number may seem very

low (compared to other parts of the world and the usefulness of e-learning in economic

9
development), but is so because of the location of most institutions, bandwidth issues and

mostly the challenge of electricity supply. Although most of the educational institutions

(private and public) have started setting up ICT centres for Internet services alone, without

taking into consideration other components of an e-learning centre (Ajadi et al., 2008).

Theoretical Framework

Generally students’ attitudes toward e-learning are positive (El-Gamal & El-Aziz, 2011).

Nassoura (2012) pointed out that many students had positive attitudes towards e-learning

because it had a positive impact on their motivation as well as self-esteem. Student skill in

technologies is a significant predictor of attitudes toward ICT and e-learning (Liaw, Chang,

Hung, & Huang, 2006; Liaw & Huang, 2003; Liaw & Huang, 2011; Mitra, 1998). The level

of access to technology and its reliability influence students’ attitude to use of ICTs to

support learning (Papaioannou & Charalambous, 2011; Paris, 2004; Sweeney & Geer, 2010).

Audio-visual Theory

American audio-visual educationist Edgar Dale put forward the theory of “cone of

experience” in his monograph Audio-Visual Teaching Method. He contended that there were

primarily three ways for obtaining experience: personal experience, observation and

summarization, and abstract generalization. For the Electronic Learning, nonlinear

multimedia information resources were used to provide learners with a multi-level learning

experience such as sensorial overall interaction and scene reappearance to improve learning

efficiency and effect.

Constructivist Learning theory

Constructivist learning theory emphasizes student orientation and stresses that learners are

subjects of information processing and active builders of knowledge rather than passive

receivers of knowledge. Learning must be conducted in real situations, a real task that

10
emphasizes the importance of cooperative learning. In constructivism, learners construct and

obtain knowledge with the help of others (including teachers and learning partners) by using

necessary learning data under a certain situation or background. An Electronic Learning

system can and must provide virtual situations and learning data, guide learners’ cooperation

and competition, and stimulate the initiative of learners according to the requirements of

constructivist.

Humanistic Learning Theory

The humanistic learning theory considers that the most useful learning method in modern

society is to help learners know how to learn. In the teaching process, the function of the

classroom is “teaching how to fish” rather than “giving fish.” In the Electronic Learning,

teachers should acknowledge the significant role of students, provide an atmosphere that

promotes learning from the perspective of the students (e.g. examinations, group discussions

and pro-active question and answer raising), and allow students to master learning skills and

learn to draw inferences about other cases from one instance.

Cooperative Learning Theory

Cooperative learning theory, emerging in the 1970s, is a teaching strategy aimed at

promoting learning in which some students cooperate to compete in regard to a given

learning objective and in which students are organized for learning in groups or teams.

Overview of Constructivist Learning and Electronic Learning

The Constructivist Learning and Electronic Learning are relatively related in various forms as

outlined below: (Chen, 2017).

1. Constructivist learning is always interesting, attractive, problem representing with

contextual issues that surround the problem. But Electronic Learning can present

11
 problem to students in a three dimensional environments that can portray the real world

situation.

2. Constructive learning can give interpretations of a problem to encourage various ways

of thinking. While Electronic Learning can present multiple viewpoints, independent

controlled viewpoints for each learner and can do away with negative elements that

would divert the attention of the learner in the learning process.

3. In constructive learning approach, the learner utilizes his sensory potentials to construct

meaning out of a given concept. But the virtual learning creates problem space for free

exploration. Here feedback and interaction can be observed through visual, auditory and

other cues by participating learners.

4. In constructivist learning understanding is enhanced by experience. On the other hand

in the Electronic Learning, virtual experience is provided without words or pictures.

This creates indelible meaning in the students mind without further explanation.

5. Constructivist learning requires the learner to construct his own knowledge. But in the

virtual learning, there is no pattern. Any type of interaction is permitted.

6. Constructivist learning provides rich sources of information. Also Electronic Learning

contains required information and can be supported with other technological gadgets for

more relevant information through the web.

7. In constructivist learning, conversation and collaboration tools are used to access and

share information and knowledge to help learners construct socially shared knowledge.

But in Electronic Learning, a shared space for a group of learners could be provided to

collaboratively construct knowledge through synchronous and/or asynchronous

communication. It could also take control of virtual bodies to actualize the reality of

collaborative process.

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Linking the Electronic Learnings to the theory of constructivism, the participants make use of

affordable computers to generate experiences from the virtual environment which are

displayed in a computer monitor. Usually, there are interactions with other students as the

world collaboratively work in teams. The fact was noted in Chen (No date) who reported that

human interaction with the generated virtual world could be done via input technological

devices.

Again, when participants are connected to virtual reality system to the networks, it will allow

students who are at different locations geographically to interact and also they will be

experiencing the same virtual learning worlds. The students do work in groups and ideas are

shared and the outcomes of their activities are clearly observed by every participants.

Subsequently, these activities which are seen normally influence others behavior in the

Electronic Learning environment. Therefore, Bandura’s social learning theory is in support of

Electronic Learning environment. The networked virtual world available do allow mimic to

real-world form of collaborative activities definitely enhance learning experiences.

ICT in Education System

Now a day the education system all over the world has certainly been affected positively by

the influence of information and communication technology ICT. According to Abdul-

Salaam, et-al (2018), information and communication technology has the potentials to

accelerate, enrich, and deepen skill; to motivate and engage students in learning to help relate

school experiences to work practices; to help create economic viability for tomorrow’s

workers, contribute to radical changes in school; to strengthen teaching and to provide

opportunities for connection between the school and the world. When we are looking at the

role of education in nation building and the population explosion in the secondary schools

13
today enforces, the use of ICT in teaching-learning process becomes imperative. Because the

utilization of ICT by teachers will enhance effective teaching (Abdul-Salaam et.al, 2017).

Such issues like good course organization, effective class management, content creation, self-

assessment, self-study collaborative learning, task oriented activities, and effective

communication between the actors of teaching learning process and research activities will be

enhanced by the use of ICT based technology (Ajayi, et.al, 2016). They are posited that, with

the aid of ICT, teachers can take students beyond traditional limits, ensure their adequate

participation in teaching and learning process and create vital environments to experiment

and explore. This new development is a strong indication that the era of teachers without ICT

skills are skills are gone (Ajayi, et,al 2009). They are also added that, any classroom teacher

with adequate and professional skills in ICT utilization will definitely have his students

perform better in classroom learning (Ajayi, et,al 2015).

Stressing the importance of the use of ICT in schools, Olurunsola (2014) posited that, through

ICT, educational needs have been met; it changes the needs of education as well as the

potential processes. AL-Ansari has been also stated that, there were a great deal of research

has proven the benefits of ICT in improving quality of education, (AL-Ansari, 2016). As it is

indicated by Yusuf (2005), ICT has made a very profound and remarkable impact on the

quality and quantity of teaching, learning and research in the educational institutions. He has

also indicated that, the pervasiveness of ICT has brought about rapid technological, social,

political and economic transformation, which has eventuated in a network society organized

around ICT. Yusuf has also been stressed that, ICT is an indispensable part of educational

administration as its application makes institutions more efficient and productive, thereby

engendering a variety of tools to enhance and facilitate teachers’ pedagogical activities

(Yusuf, 2015).

14
Yusuf also emphasized that, ICT utilization is, the presentation and distribution of

instructional content through web environment (e-teaching) or systems offering an integrated

range of tools (stand-alone computer instruction, CD ROM amongst others) to support

learning and communication. Instructional service delivery has to do with teaching/learning

activities that take place in the classrooms. Therefore, quality of instructional service delivery

entails the extent of effectiveness to which the teachers carry their classroom

teaching/learning process (Yusuf, 2005).

Importance of ICT in Education

Information Communication Technologies ICTs have indispensable and positive impacts to

transforming education systems all over the world. For instance, ICTs are dependable tools in

facilitating the attainment of one of the millennium development goals (MDGs), which is

achievement of universal primary education by the year 2015, (Fisseha Mikre, 2011). It is

also believed that, information and communication technology ICT facilities play an

important roles to enhance the quality of education all over the world. Almaghlouth (2008),

in his study demonstrated that, there are a range of reasons for the importance of ICT in

education. According to him; more specifically, the importance of ICT in education can be

presented under the subheadings of: saving time; communication and collaboration; and the

acquisition of the material and learning opportunities for everyone.

A. Saving Time: An important aspect identified in the literature was that, the use of ICT

tools will help teachers and students to save time. Balanskat, et.al. (2007) noted that,

most progress has been made in recent years in raising teachers’ positive attitudes

towards ICT by realizing its value for learning through more experience and embedded

use. Teachers increasingly use ICT to prepare their work more efficiently and achieve

time gains. Jacobson and Levin (1993) also noted that teachers have a firm conviction

15
 that the use of the technology will help students in their education, and they concluded

that the use of electronic mail, for example, in research and communication will help

teachers and students to save time.

B. Communication and Collaboration: Another advantage for using ICT in education is

that, using ICT tools correctly, in and out of the classroom, can increase communication

and collaboration between teachers in and out of school, between teachers and students

and between students and students. As it is indicated by Almaghlouth (2008), students

were said to be seeking to engage with teachers’ lesson materials in different ways and

teachers were more easily able to share teaching notes and exemplary work with

students via CD and email. Furthermore, teacher and student experiences have been

improved when working around a computer or using ICT tools. Furthermore, Earl

(2012), in her research report identified that, ICT gave both teachers and students the

opportunity to increase their communication and interaction with others whether in a

school district or outside it, and also that the students’ knowledge improved

relationships when they were working around a computer. Treagust and Rennie (2014)

stated that with ICT tools teachers can communicate locally and globally with others to

gain confidence and competence; to use the Internet networks to communicate and seek

support from experts in ICT and to search in different websites and resources about ICT

in education.

C. Acquisition of Material and Learning Opportunities for Everyone: Many research

reports showed that, there are several reasons to the use of ICT tools to improve the

quality of education in all over the world. Almaghlouth (2013), stated that, the influence

of ICT in education has changed teacher and student attitudes toward the use of ICT.

That is, most students who have become highly familiar with ICT outside the school

environment and have more experience than their teachers, have encouraged their

16
teachers to change the way of teaching and to improve their skills in ICT use. He has

also added that, ICT has provided teachers with many chances to improve the quality of

data available to students. It allows teachers to develop data handling using

spreadsheets and graphing software to analyze data and perform research. It helps with

lesson planning by using the Internet browsers, multimedia CD ROMs, developing

science lessons by designing informative Power Points, Web pages, flash animations,

and digital video productions and also allows teachers to create interactive learning

modules. For this reason, it was emphasized that teachers would be appreciative of a

change in their attitudes and move towards self-proficiency in order to encourage ICT

confidence in their students (Almaghlouth 2008).

Almaghlouth (2008) emphasized that, learning opportunities for everyone will become

more accessible and fun for all students, teachers, parents, schools, library users,

employees, etc. With the rapid growth and potential usage of ICT as a learning tool,

teachers are now being challenged by how to avoid reinventing strategies for ICT use

(Balanskat et al, 2007). They are also added that, “current pedagogy is subject-centered,

and uses ICT for differentiation and project based teaching in more advanced cases.

Tasar (2006), in her review also noted that “... ICT has great importance especially in

secondary education and takes place in many curricula starting from elementary school

years”.

Empirical Studies

Electronic Learning has no single definition because the system is characterized as the

learning devoid of time and space. Learning is continuously adopting new formats

involving advanced technologies such as multimedia, internet, blogs, website, mobile

phone and wikis as these are accessed in the internet. Virtual learning is not a factor that

is confined in the walls of a traditional classroom. According to Lokie (2011), virtual

17
learning expands the possibility of using internet facilities, platforms, satellite links, and

related system to access, analyse, create, exchange, and use data, information, and

knowledge in ways which until recently, were almost unimaginable. In effect, it

involves learning acquired by students through the interaction of digitally delivered

content. It involves network-based inputs and tutoring support obtained on no-line tool

and media such as internet, intranets, extranets, simulations and games, virtual worlds,

clouds, satellite broadcasts and web platforms (Jarman, 2011; Schutt & Linegar, 2013;

Pelet & Lecarte, 2012). Besides, learning is equally actualized through the use and

integration of electronic discourses, such as e-mail, portal, downloadable – executable-

file face-book, social networking, web platform electronic dissertations and e-

portfolios among others (Bouchard, 2011; Weller, 2010, Wells, de Lange & Fieger,

2008). Moreso, Kharbach, (2013), opined that mobile learning is the ability to obtain or

provide educational content on personal pocket devices such as PDAs, smart phones

and mobile phones. These devices help the students to actualize virtual learning

potentials.

Electronic Learning is actualized through various process such as online learning, web-

based training and technology delivered instructions. All these Virtual Learning

Environments (VLEs) are defined as computer-based environments which are relatively

open systems. They operate by allowing interactions and encounters with other

participants who equally have access to a wide range of resources (Pelet & Lecarte,

2013). Downes (2009), Fournier & Kop (2011), Merrih, (2009) all agree that VLEs

provide tools that are customized for education. Even in higher education, these tools

have become very popular for learning among the students because of the increase in

internet technology.

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The advent of Information and Communication Technology (ICT) gave rise to the

institution of Electronic Learning or virtual world. Information and communications

technology has rapidly covered the whole nations of the world, improving the

technological awareness of students and various individuals in their pursuit to acquire

diverse knowledge to harness their professional dreams. With this explosive awareness

of technological knowledge, the higher education environment is expected to expand

focus on meeting students’ expectations with more attention in widening the students’

greater involvement in ICT. It is through this ICT that students could develop the

lifelong learning skills that would enable them cope with emergencies of new subject

disciplines and increased utilization of technology in learning. The potentials of ICT in

molding students for greater achievements cannot be overemphasized. Through ICT,

innovative learning approaches such as virtual learning is already being widely

explored both in traditional and non-traditional educational settings all over the nations.

For this course, Crawford and Kirby (2008) noted, the utilization of relevant virtual

learning has never been more important and should therefore be a significant element of

this generation’s approach to education, socializing and normalizing.

Electronic Learning is based on Information and Communication Technology. Tertiary

institution should integrate virtual learning effectively into their systems because the

world is becoming more technologically inclined. That was why Oye, Lahad, Madar &

Ab. Rahim (2012) called the new technological trend an e-driven world. This e-driven

world has brought unimaginable changes in all aspects of life. Consequently, students

should be well equipped through virtual learning to provide them with the necessary

experiences for personal growth and development.

19
In their contribution, Olibie, Ezoem and Ekene (2014) described virtual learning as an

enabling process, which depends on learners awareness. For virtual learning to be

achieved there must be awareness to knowledge and understanding of the meaning,

structure and the components of any new technology. When this is done, it will provide

the base for effective learning among the students in the universities. In addition,

Virtual Learning Environment (VLEs) are defined as computer-based environments that

are relatively open systems, allowing interactions and encounters with other participants

and providing access to a wide range of resources (Pelet and Lacarte, 2012). The VLEs

offer technological gadgets that are customized for education (Downes, 2009; Fourmer

& Knof; Olibie et al; 2014).

Nevertheless, studies conducted recently have investigated the investigated the roles of

synchronous and asynchronous online system at a distance (Fallon, 2011a, 2011b).

Hrastinski (2008) compared the types of students interactions which are important in

online Electronic Learning (ODL). These are; related content, planning of tasks and

social support. When the analysis of the oral discussion of two groups of students; the

findings revealed that the related content interactions on asynchrous groups, and the

social support communication in the synchronous chat platforms. In the discussion of

results in relation to Kock (2005), he indicated that synchronous communication

seemed to have “increased psychological arousal” (Hrastinski, 2008:53) via its ability to

disseminate information that show the features of nurtural media. For instance,

immediacy, feedback, facial or oral expression and body language. The suggestion was

that students might have felt more opportuned in regard to using the synchronous chat

to, “exchange social support and discuss less complex issues… since this type of

communication more closely resembles face-to-face interaction (Hrastinski, 2008:54).

20
In all, Hrastinski revealed that the asynchronous platforms showed better in facilitating

deeper cognitive involvement as suggested in Garrison and Cleveland – Innes (2005)

whereas, synchronous learning platforms enhanced less formal, or social, involvement.

The two are very important in Open and Electronic Learning experience.

Summary of the Study

This chapter presented the relevant literature for this study. The first part looked at

conceptual and theoretical literature. The second part presented empirical literature that

revolved around the three objectives developed in chapter one. These included: to

determine whether students are acquainted with the required knowledge necessary for

the use of e-learning facilities; to examine the attitude of students and staff of Kaduna

Metropolis in Kaduna State to the use of e-learning facilities towards teaching and

learning; to find out if Kaduna Metropolis in Kaduna State have enough e-learning

facilities and equipments; and to determine the extent of e-learning facility being used

towards the achievement of teaching-learning goals in Kaduna Metropolis in Kaduna

State.

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 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This presented the methods or procedure for carryout this study and is presented based on

the following sub-headings;

Design of the study; Population of the study; sample and sampling technique; Instrument

for Data Collection; Validation; Reliability; Method of Data Collection and Method of Data

Analysis.

3.2 Research Design

The design used for this study is descriptive survey research design. Descriptive survey

design method was selected for the study because is concerned with conditions that exist at

that particular time and allow the researcher to choose as sample of the population studied

and generalize the findings of the entire population. As explained by Combs (2009) that

survey design as studies conducted by collecting and analyzing data from a sample

representing the entire population, and the result obtained from the sample can be used to

make generalization.

3.3 Population of Study

Population of a study is a group of persons or aggregate items, things the researcher is

interested in getting information to Investigate and identification of the students access to E-

learning resources and their academic achievements. Case study of Kaduna metropolis in

Kaduna State. A total of one hundred and thirty three (133) respondents formed the

population of the study.

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3.4 Sampling and Sampling Technique

Sample is the set people or items which constitute part of a given population sampling. Due

to large size of the target population, the researcher used the Taro Yamani formula to arrive

at the sample population of the study.

n= N____

1+N (e)2

n: describes the sample size.

N: describes total number of population of the area

e: describes maximum variability or margin of Error = 0.05.

1: describes the probability of the event occurring.

n= 133_______

1+133(0.05)2

n= 133_______

1+133(0.0025)

n= 133 / (1+0.3325) = 133 / 1.3325 = 100.

3.5 Validation of Research Instrument

The major research instrument used is the questionnaires. This will be appropriately

moderated. The respondents were administered with the questionnaires to complete, with or

without disclosing their identities. The questionnaire was designed to obtain sufficient and

relevant information from the respondents.

The primary data contained information extracted from the questionnaires in which the

respondents were required to give specific answer to a question by ticking in front of an

appropriate answer, the questionnaires were administered to the respondents, however, some

respondents were asked the questions orally and their responses were noted in the

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questionnaire. The questionnaires contained about 13 structured questions which will be

divided into sections A and B.

3.6 Method of Data Collection

Data were collected from two main sources namely:

Primary source and Secondary source

1. Primary source: These are materials of statistical investigation which were collected

by the research for a particular purpose. They can be obtained through a survey,

observation questionnaire or as experiment; the researcher has adopted the

questionnaire method for this study.

2. Secondary source: These are data from textbook Journal handset etc. they arise as

byproducts of the same other purposes. Example administration, various other

unpublished works and write ups were also used.

3.7 Method of Data Analysis

Concerning the method of analysis, summary statistics will be used to answer the research

questions while Chi-Square (χ2) test of independence and Pearson product moment

correlation coefficient as well as t-test for significance (r) were used to verify the claims of

the null hypotheses. All tests were carried out at 0.05 level of significance, the probability

level at which we were willing to risk type I error.

The data collected was not an end in itself but it served as a means to an end. The end being

the use of the required data to understand the various situations it is with a view to making

valuable recommendations and contributions. To this end, the data collected has to be

analyzed for any meaningful interpretation to come out with some results. It is for this reason

that the following methods were adopted in the research project for the analysis of the data

collected.

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For a comprehensive analysis of data collected, emphasis was laid on the use of absolute

numbers frequencies of responses and percentages. Answers to the research questions were

provided through the comparison of the percentage of workers response to each statement in

the questionnaire related to any specified question being considered.

Frequency in this study refers to the arrangement of responses in order of magnitude or

occurrence while percentage refers to the arrangements of the responses in order of their

proportion.

The simple percentage method is believed to be straight forward easy to interpret and

understand method. The researcher therefore chooses the simple percentage as the method to

use.

The formula for percentage is shown as.

% = f/N x 100/1

Where f = frequency of respondents response

N = Total Number of response of the sample, 100 = Consistency in the percentage of

respondents for each item contained in questions.

3.9 Ethical Consideration

Respect and consideration to the participants is an important aspect of research. Research

ethics calls for responsible conduct of research. This research took into consideration the

following three areas: consent, privacy and assent.

Informed Consent: This involves the participants choosing whether to participate or not to

participate in the study. According to Cohen (2000), at all times, the welfare of subjects

should be kept in mind by the researcher. In this study, the researcher asked for the consent of

the participants and did not force anybody to take part in the research. The researcher also

endeavored to explain to the participants the purpose of the study and their role in the study.

25
Assent: According to Cohen (2000), assent is a term used to express willingness to

participate in research by persons who are too young to give informed consent but who are

old enough to understand the proposed research in general. Assent from students was sought

alongside with informed consent from teachers.

Privacy: Information obtained from the respondents form the basis for a research. In order

for the information to be reliable, the respondents should be assured the confidentiality of the

information they provide (Cohen 2000). In this study, confidentiality was taken care of by

advising the participants not to write their names on the questionnaire.

26
 APPENDIX I

LETTER OF INTRODUCTION
College of Technical and Vocational Education
Department of Electrical & Electronics
Kaduna Polytechnic, Kaduna
17th July, 2023
Dear Sir/Madam
REQUEST FOR VALIDATION OF RESEARCH INSTRUMENT
I wish to write and solicit for the above subject matter. I am undergraduate student of the
Department of Electrical & Electronic. I will be conducting my research on the topic
“Investigation and identification of the students access to E-learning resources and their
academic achievements. Case study of Kaduna metropolis in Kaduna State”.

You are to validate the content of the questionnaire with respect to the following research
questions:

 Are students really acquainted with the required knowledge necessary for the use of e-
learning facilities?
 Does Kaduna Metropolis in Kaduna State of Nigeria have enough e-learning facilities
and equipments?
 To what extent is the e-learning facility being used towards the achievement of
teaching-learning goals in Kaduna Metropolis in Kaduna State?
 What is the attitude of students and staff of Kaduna Metropolis in Kaduna State to the
use of e-learning facilities towards teaching and learning?

Please Sir, kindly spear a few minutes and validate this research instrument, all corrections,
observations and comments will be in-co-operated into the final draft of the questionnaire and
also the responses will only be use, for this study, therefore the confidentially is assured.
Yours faithfully,

Amina Lawal
CTVE/19/44986
NAME OF VALIDATOR_____________________________________________
Validator’s Rank: _____________________________________
Comment: __________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________
Signature / Date _______________________________________

27
 APPENDIX II
College of Technical and Vocational Education
Department of Electrical & Electronics
Kaduna Polytechnic, Kaduna
17th July, 2023

LETTER OF INTRODUCTION
Dear Respondent,

This questionnaire is designed for the purpose of carrying out a research on ““Investigation

and identification of the students access to E-learning resources and their academic

achievements. Case study of Kaduna metropolis in Kaduna State”. Your participation

in this study is very important and all responses will be greatly appreciated. Please read and

try to complete all the items in the questionnaire. Kindly try to be honest and frank in your

responses. All information provided will be treated with utmost confidentiality. Thanks for

your cooperation.

Yours sincerely

Amina Lawal
CTVE/19/44986

28
Section A

(1) What is your name? ……………………………………………………………………

(2) Gender of respondent

A male { }

B female { }

(3) Age of Respondent

a) 21-30 { }

b) 31-40 { }

c) 41-50 { }

(4) Marital Status

(a) Single { }

(b) Engaged { }

(c) Married { }

(d) Divorced { }

(5) Religious Identity

(a) Christian { }

(b) Muslim { }

(c) Others { }

(6) Ethnicity (Ethnic Group)

(a) Yoruba [ ]

(b) Hausa [ ]

(c) Igbo [ ]

29
 (d) Others [ ]

(7) Educational Status

(a) BSC [ ]

(b) MSC [ ]

(c) PHD [ ]

(d) HND [ ]

(e) ND [ ]

Others……………………………….

SECTION B

(8) There are no significant challenges and prospects of E-learning in Nigerian University

education.

(a) Agreed { }

(b) Strongly agreed { }

(c) Disagreed { }

(d) Strongly disagreed { }

(9) There is no significant difference between education via Electronic means and

conventional means.

(a) Yes { }

(b) No { }

(c) Undecided { }

(10) There are no significant impacts of E-learning towards academic performance of

students’ achievement in NOUN.

30
 (a) Agreed { }

(b) Strongly agreed { }

(c) Undecided { }

(d) Disagreed { }

(e) Strongly disagreed { }

(11) Are students really acquainted with the required knowledge necessary for the use of e-

learning facilities?

(a) Yes { }

(b) No { }

(12) Does National Open University of Nigeria have enough e-learning facilities and

equipments?

(a) Yes { }

(b) No { }

(13) To what extent is the e-learning facility being used towards the achievement of

teaching-learning goals in NOUN?

_____________________________________________________________________

_____________________________________________________________________

_________________________________________________________

(14) What is the attitude of students and staff of NOUN to the use of e-learning facilities

towards teaching and learning?

_____________________________________________________________________

_____________________________________________________________________

_________________________________________________________

31