Thesis Abstract

Abstract
E-learning has become an integral part of modern education systems, revolutionizing the way students access and engage with learning materials. This study aims to investigate the impact of e-learning on the academic performance of senior secondary school students in government schools. The research will focus on understanding how the integration of e-learning tools and platforms influences students' learning outcomes, exam scores, and overall academic achievement. The study will employ a mixed-methods approach, combining quantitative analysis of students' academic performance data with qualitative insights gathered through surveys and interviews. By collecting data on students' grades, attendance records, and engagement with e-learning resources, the research aims to identify correlations between e-learning usage and academic success. Furthermore, the study will explore the attitudes and perceptions of both students and teachers towards e-learning in the government senior secondary school setting. Understanding how e-learning is perceived by key stakeholders can provide valuable insights into the challenges and opportunities associated with its implementation. The findings of this research are expected to contribute to the existing body of knowledge on the effectiveness of e-learning in improving academic performance among senior secondary school students. By identifying the factors that influence the success of e-learning initiatives, educational policymakers and school administrators can make informed decisions regarding the integration of technology in the classroom. Overall, this study seeks to shed light on the potential benefits and challenges of e-learning in government senior secondary schools and provide recommendations for optimizing its impact on student academic performance. The research findings may also have broader implications for educational practices and policies aimed at enhancing learning outcomes and preparing students for success in the digital age.

Thesis Overview

INTRODUCTION

1.1 Background of the Study

The era of the teacher being a reservoir of knowledge has past. The world is moving at a jet speed as a result of advancement in technology. More, importantly, technology entails information and communication which can be defined as the handling and processing of information (texts, images, graphs, instruction etc) for use by means of electronic and communication devices such as computer, cameras, telephones, etc (Ozoji cited in Oleabhiele, 2015).

E-learning, often referred to as web-based or online learning, is currently a fast growing educational tool in the developed world. It involves all teaching and assessment approaches that use technology such as Wikis, Blogs, Podcasts and learning management systems such as computers, internet and web connectivity to enhance learning experience and research works (Mahahusudhan, 2008; Nadiu, 2006). This new teaching and learning approach offer potential values to traditional teaching and learning approach due to its flexibility and accessibility of information to a great number of students at a time (Naqvi, 2007).

E-learning also provides easy access to any type of information required for academic purpose through the use of internet facilities such as World Wide Web (www) based technologies and other softwares. Nkanga (2007) indicated that e-learning is a computer supported collaborative learning process that deploys the technology of computer as its main platform for Information and Communication Technology (ICT) and enables both students and teachers to generate, advance and share knowledge in a more common form. Apparently, e-learning is the only promising option for effective dissemination and collection of information which can successfully accommodate the ever-growing need for access to knowledge, equity and quality of education in Nigeria.

E-learning according to Markus (2008) can be defined as a learning process created by interaction with digitally delivered content, network-based services and tutoring support E -learning is any technologically mediated learning using computers whether from a distance or in face to face classroom setting (computer assisted learning), it is a shift from traditional education or training to ICT-based personalized, flexible, individual, self-organized, collaborative learning based on a community of learners, teachers, facilitators, experts.

1.2 Statement of Problem

One of the major problems faced by students in learning government is inability to remember what has been learnt. This problem is often caused by too much theoretical expression by the teachers while learners are passive listeners. Students memorize and regurgitate facts and concepts. These problems confronting the teaching and learning of government can be handled using slide presentations, audio-video presentation process and other interactive ICT software facilities in which a student interacts with and is guided by visual equipment aimed at achieving certain instructional goals.

Computer can be used to transform classroom instruction into a series of rich memorable experiences and thus, reduce boredom and forgetfulness in teaching subjects such as government. In the recent years, the development of microcomputer in the process of teaching and learning has become widespread in educational institutions (Onasanya, 2002). Abimbade (1996) reported that the use of computer (1) increases the time of learners devote to learning, (2) enhance the speed of available of data and information, (3) provide immediate feed-back, (4) assist less qualified teachers and (5) increase teachers efficiently and effectiveness.

Several studies have been carried out on academic performance especially on conventional students, but not much on e-learning students within the Nigeria educational system. The need to sever this ground so as to extend the frontier of knowledge in order to help improve the unimpressive e-learners’ academic performance necessitates and serves as the motivating factor for undertaking the present piece of research so as to fill the existing important research gap. Therefore, this research seeks to examine the impact of e-learning on academic performance of senior secondary school students in government.

1.3 Purpose of the Study

The major objective of this study is to explore the impact of e-learning on academic performance of senior secondary school students in government. Other specific objectives are:

1. To investigate the relationship between e-learning and students academic performance.

2. To determine the effect of audio-visual teaching aid on students academic outcomes.

3. To determine if the use of ICT enhances students’ learning in government as a school subject.

4. To identify current challenges to students’ academic performance in government.

1.4 Research Questions

This study will be guided by the following research questions:

1. What is the relationship between e-learning and students academic performance?

2. Does the use of audio-visual teaching aid has any effect on students academic outcomes?

3. To what extent does the use of ICT enhance students’ learning outcomes in government?

1.5 Research Hypotheses

The researcher intends to test the following hypotheses at 0.05 level of significance:

Hypothesis 1:

H01: There is no significant relationship between e-learning and students academic performance.

Hypothesis 2:

H02: The use of audio-visual teaching aid has no effect on students academic outcomes.

Hypothesis 3:

H03: There is no significant relationship between the use of ICT and students’ learning outcomes in government.