STUDENTS’ ACCESS TO E-LEARNING RESOURCES AND THEIR ACADEMIC ACHIEVEMENT

STUDENTS’ ACCESS TO E-LEARNING RESOURCES AND THEIR ACADEMIC ACHIEVEMENT

​​​​​​​BACKGROUND OF THE STUDY

Education is a key factor for sustainable development (Chimombo, 2005). The significance of education, especially in developing countries, is increasing because of progressing pressure to catch up with the developed world regarding, for example, global competitiveness (Hawkins 2002). Predictably, educational settings are different in developing countries than in developed countries, such as low quality of education and narrow possibilities in attending schools in rural areas because of far distances and high opportunity costs. Chimombo, 2005 opined that country-specific circumstances have to be improved regarding compulsory and free education to foster general access to education. In Article 26 of the 1948 UN universal declaration of human rights the right of obligatory and free education for everyone is already committed (UN Human Rights 1948).

The continual emergence of new technologies has placed academic staff under increasing pressure to react to these substantial changes within a very short and often unrealistic time-frame. As stated by Bates and Poole (2003), one of the major challenges of teaching with technology is that you cannot possibly keep up with the technology. The paradox of technology enhanced education is that technology changes very rapidly and human beings change very slowly. Electronic resources are regarded as the extract of information that are developed through modern information communication technology devices, refined and redesigned and more often stored in the cyber space in the most concrete and compact form and can be accessed at the same time from immeasurable points by a great number of audience.

E-Learning resources is not important than how much resources you have, than how feasible they are, in other words, resources should be readily accessible to all. Before the development of computer and internet technology, printed version of resources like books, journals, encyclopaedia, dictionaries, work books, and the likes played significant roles in learning process. Usually, these printed versions are not easily accessible to all and are also expensive in nature. For example, if two students want to refer to a particular book simultaneously, two separate copies of the same book must be needed in the library. Instead of having the printed version of the book, if we have electronic or e-version of the book, the same book can be easily accessed simultaneously by many and also can be accessed from their drawing room with the help of a personal computer. In this computer age, e-version of books, journals, etc or e-resources in general have become inevitable and hence it is very much needed to convert the printed version into e-version for future needs.

Consequently, the teaching and learning practices of Nigeria are undergoing a shift from the old methods to extensive usage of e-learning resources. However, little or no efforts have been recorded in the identification of influence and impact of e-learning on academic performance of student in tertiary institutions. As the use of e-learning is becoming more and more widespread in higher education it has become increasingly important to examine the impact that this learning style has on student’s performance. Therefore, this study was designed to investigate students’ access to e-learning resources and their academic achievement in college of education using Emmanuel Alayande College of Education, Lanlate, Oyo State, Nigeria.

1.2 STATEMENT OF THE PROBLEM

The importance of education is increasing because of increasing pressure to catch up with the developed world regarding, for example, global competitiveness (Hawkins 2002). Before the advent of e-learning many people who wanted to obtain tertiary degree had to compete for the few places that were offered by the public institutions. Those offered places had to apply for study leave as they had to go through the traditional learning system. This kind of further education system was characterized by limited number of students that could be absorbed per an academic year and consequent removal from their places of work for the duration of their study.

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 students’ access to e-learning resources and their academic achievement in college of education in Nigeria. Certainly, that is what this study will focus on using students of Emmanuel Alayande College of Education, Lanlate, Oyo State, Nigeria.

1.3   OBJECTIVES OF THE STUDY

The main objective of this study was to investigate the student access to e-learning resources and their academic achievement in college of education. However, the specific objectives were:

1. Types of e-learning facilities that student have access to .

2. The percentage of students that have access to e-learning facilities in the universities.

3. The extent of students’ access to e-learning facilities at Emmanuel Alayande College of Education.

4. To find out if there are factors limiting students’ access to e-learning facilities in the Emmanuel Alayande College of Education

1.4   RESEARCH HYPOTHESIS

The following null hypotheses guided the study and were tested at 0.05 level of probability.

HYPOTHESIS ONE

Ho: There is no significant difference between ratings of male and female students with regards to the hindering factors to students’ access to e-learning facilities.

Hi: There is a significant difference between ratings of male and female students with regards to the hindering factors to students’ access to e-learning facilities

HYPOTHESIS TWO

Ho: There is no significant relationship between e-learning and academic achievement.

Ho: There is a significant relationship between e-learning and academic achievement.

1.5   SIGNIFICANCE OF THE STUDY

This study sought to investigate the students’ access to e-learning resources and their academic achievement in college of education. The study would provide knowledge and guidelines to that may be of help to policymakers. The research is therefore of importance for planners, and other social scientists. Finally, this study provides an input to the students, teachers and researchers in the areas of e-learning.

1.6   SCOPE AND LIMITATIONS OF THE STUDY

This study will cover undergraduate students of Emmanuel Alayande College of Education, Lanlate, Oyo State, Nigeria.

Apart from time constraint faced by the researcher, another limitation was that the study did not consider all students studying through the e-learning mode but only focused on the students of Emmanuel Alayande College of Education, Lanlate, Oyo State, Nigeria.

1.7 DEFINITION OF TERMS

The following terms were used in the course of this study:

Academic achievement:  is the extent to which a student, teacher or institution has achieved their short or long-term educational goals.

Access: a means of approaching or entering a place.

E-learning: learning conducted via electronic media, typically on the Internet.

Student:  learner or someone who attends an educational institution.

1.8 ORGANIZATION OF THE STUDY

This research work is organized in five chapters, for easy understanding, as follows Chapter one is concerned with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study. Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding. Chapter five gives summary, conclusion, and recommendations made of the study.

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