Impact of E-Learning Platforms on Students' Learning Outcomes in Computer Studies in Senior Secondary Schools

1.1 Introduction

E-learning platforms refer to digital systems or software applications that facilitate the delivery, management, and assessment of educational content through electronic means, often using the internet or computer networks (Al-Fraihat, Joy, Masa'deh, & Sinclair, 2020). These platforms provide learners with access to interactive learning materials, simulations, multimedia resources, and collaborative tools that are designed to enhance understanding and retention of knowledge. In recent years, e-learning has emerged as a crucial tool in modern education, enabling students to learn anytime and anywhere, thus complementing traditional classroom instruction (Ololube, 2013).

In the context of secondary education, particularly in computer studies, e-learning platforms are considered essential for developing both theoretical knowledge and practical skills. They allow students to engage directly with software applications, programming languages, and other digital tools that are fundamental to mastering computer studies concepts (Ifinedo, 2016).

As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are significance of the study, scope of work, research hypothesis and questions, limitation of the study and definition of terms.

1.2 Background of Study

Electronic Learning also known as e-learning has its roots in the broader field of distance education, which emerged as a way to deliver instructional content to learners who were geographically separated from educational institutions. According to Ally (2004), distance education evolved with the use of correspondence courses, radio, and television before transitioning into computer-based learning systems. It is reported that the advent of the internet and multimedia technologies significantly transformed distance education into modern e-learning platforms, enabling interactive, flexible, and self-paced learning experiences.

In Nigeria, the integration of e-learning in secondary schools began in the early 2000s, following government policies aimed at incorporating Information and Communication Technology (ICT) into the education sector. Ololube (2013) stated that the Nigerian government recognized the potential of e-learning to enhance educational access, improve teaching efficiency, and support the development of ICT competencies among students. Computer studies, as a subject, became a focal point for ICT integration because of its relevance to the digital economy and the technological skills required for national development (Ololube, 2013).

The integration of technology into education has transformed teaching and learning processes globally. E-learning platforms, which are digital systems that deliver instructional content and facilitate learning through electronic means, have become a key component of modern education (Al-Fraihat, Joy, Masa'deh, & Sinclair, 2020). According to Ololube (2013), e-learning platforms provide learners with access to interactive resources, virtual laboratories, and self-paced instructional materials, which enhance both understanding and retention of knowledge.

In the context of computer studies, the use of e-learning platforms is particularly significant. It has been reported that students exposed to e-learning systems demonstrate improved engagement and better grasp of practical skills, including programming, software applications, and other ICT-related competencies (Ifinedo, 2016). It is asserted that e-learning enables learners to work independently while receiving immediate feedback, fostering critical thinking and problem-solving skills essential for mastering computer studies.

Ololube (2013) affirmed that some students and teachers struggle with the adoption of these platforms due to insufficient training and lack of technical support (Al-Fraihat et al., 2020). On the other hand, schools that successfully integrate e-learning systems into their curricula reportedly achieve higher levels of student engagement, academic performance, and motivation to learn (Ololube, 2013). Furthermore, researchers contend that the effectiveness of e-learning is closely linked to the ability of educators to blend technology with pedagogical strategies. It is reported that teachers who actively incorporate e-learning tools in their lesson delivery enhance students' learning experiences and outcomes in computer studies (Ifinedo, 2016). This study is set against the backdrop of the increasing need to evaluate how e-learning platforms influence students' learning outcomes in computer studies within senior secondary schools in Lagos State, Nigeria.

1.3 Statement of Problems

Investigation revealed that the rapid advancement of information and communication technology (ICT) has significantly transformed the educational landscape, leading to the introduction and integration of e-learning platforms in schools. E-learning platforms are widely regarded as tools that improve access to educational content, facilitate interactive learning, and provide students with opportunities for self-paced study (Ololube, 2013). In the context of computer studies, the use of e-learning platforms is especially important, as it allows students to engage practically with software applications, programming concepts, and other digital skills that are critical in the modern digital economy.

Furthermore, there is a growing concern that the over-reliance on e-learning platforms might lead to reduced interaction between teachers and students, thereby limiting opportunities for clarification, mentoring, and hands-on guidance (Al-Fraihat et al., 2020). Additionally, the effectiveness of e-learning platforms often depends on students' self-motivation and digital literacy, and students who lack these qualities may experience lower learning outcomes (Nguyen, 2015). It is against this backdrop that this study seeks to examine the impact of e-learning platforms on students' learning outcomes in computer studies in senior secondary schools.

1.4 Aim and Objectives of Study

The aim of this study is to evaluate the impact of e-learning platforms on students' learning outcomes in computer studies in selected senior secondary schools in Lagos State, Nigeria. To achieve this aim, the study has the following objectives:

1. To examine the extent to which e-learning platforms enhance students' academic performance in computer studies.
2. To identify the challenges that hinder the effective use of e-learning platforms in senior secondary schools.
3. To assess students' attitudes and level of engagement with e-learning platforms.
4. To recommend strategies to optimize the use of e-learning tools to improve learning outcomes.

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:

• To what extent do e-learning platforms enhance students' academic performance in computer studies?
• What are the major challenges that hinder the effective use of e-learning platforms in senior secondary schools?
• How do students perceive and engage with e-learning platforms for learning computer studies?
• What strategies can be implemented to optimize the use of e-learning platforms for better learning outcomes?

1.6 Research Hypothesis

The research study will test the following hypotheses:

• H₀1: There is no significant relationship between the use of e-learning platforms and students' learning outcomes in computer studies.
• H₀2: The use of e-learning platforms has a significant positive impact on students' academic performance in computer studies.
• H₀3: Challenges such as limited infrastructure and low digital literacy negatively affect students' learning outcomes despite using e-learning platforms.

1.7 Significance of Study

The outcome of this research will support school administrators in making informed decisions on infrastructure development and training programs. Also, students will benefit from improved learning strategies, engagement, and performance.

Furthermore, the study will provide practical guidance on effectively integrating electronic learning (e-learning) platforms to improve teaching methods. In addition, the study will enhance students' learning experiences, engagement, and academic performance in computer studies.

Lastly, the study will serve as a reference for future researchers interested in technology-enhanced learning in Nigerian secondary schools.

1.8 Scope of Study

The scope of the research is focused on the impact of e-learning platforms on students' learning outcomes in computer studies within selected senior secondary schools in Lagos State, Nigeria.

1.9 Limitations of the Study

During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:

1. Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
2. Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
3. Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.

1.10 Definition of Terms

E-Learning Platforms: Digital systems or software applications that deliver instructional content and facilitate learning through electronic means (Al-Fraihat, Joy, Masa'deh, & Sinclair, 2020).

Learning Outcomes: The measurable knowledge, skills, attitudes, and competencies students acquire as a result of educational experiences (Ololube, 2013).

Computer Studies: A branch of education focusing on computer science, programming, software use, and ICT literacy in secondary schools (Ifinedo, 2016).

Digital Literacy: The ability of students to effectively use digital tools and platforms to access, evaluate, and create information (Nguyen, 2015).

Student Engagement: The degree to which students actively participate, interact, and invest effort in the learning process (Al-Fraihat et al., 2020).