1.1 Introduction
E-learning, also referred to as electronic learning, is defined as the use of digital technologies and the internet to facilitate teaching and learning processes (Ally, 2009). It encompasses a wide range of digital resources, including online lectures, interactive tutorials, virtual classrooms, digital libraries, and learning management systems, which are designed to support students in acquiring knowledge and skills beyond traditional classroom settings (Hrastinski, 2008). E-learning has gained prominence in higher education as it provides flexible learning opportunities, allows self-paced study, and enables access to a vast amount of educational materials, irrespective of geographical boundaries (Means et al., 2013).
In the context of business education, e-learning facilities are particularly valuable as they allow students to develop not only theoretical knowledge but also practical skills in accounting, management, marketing, and entrepreneurship through simulations, online case studies, and collaborative platforms (Chukwuemeka & Okoro, 2020).
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
The integration of technology into education has transformed the way teaching and learning is conducted across the globe. According to Ally (2009), e-learning involves the use of digital tools, internet technologies, and online platforms to facilitate instructional delivery and learning processes. It is reported that e-learning provides students with flexible learning opportunities, allowing access to educational resources at any time and place, which is particularly beneficial for higher education learners who require both theoretical and practical knowledge (Means et al., 2013).
In the context of business education, it is asserted that e-learning facilities such as online lectures, virtual classrooms, digital libraries, and interactive software enable students to develop critical skills in management, accounting, marketing, and entrepreneurship (Chukwuemeka & Okoro, 2020). These resources are stated to enhance student engagement, encourage self-directed learning, and improve comprehension of complex concepts, thereby contributing to improved academic performance. Almaiah et al., (2020) affirmed that the effectiveness of e-learning is dependent on the quality of digital infrastructure, accessibility of learning materials, and the students' ability to utilize technological tools effectively.
Adewale and Bello (2018) contended that issues such as poor internet connectivity, inadequate technical support, limited access to digital devices, and low digital literacy among students and educators hinder the effective utilization of e-learning facilities. Similarly, Olusanya (2019) stated that students' academic outcomes are affected when e-learning tools are underutilized due to lack of motivation, poor time management, or insufficient institutional support. On the other hand, Ifinedo (2017) affirmed that well-implemented e-learning systems positively influence academic performance by fostering interactive learning, promoting collaborative activities, and providing immediate access to a wide range of educational resources. Furthermore, studies have highlighted disparities in access to e-learning facilities across institutions, with some students benefiting from advanced digital resources while others face limitations that affect their learning experiences (Onah, Sinclair & Boyatt, 2014).
The integration of e-learning in business education, therefore, is contended to be essential not only for improving knowledge acquisition but also for equipping students with the digital competencies required in the modern business environment. This study is set against the backdrop of understanding how the availability, accessibility, and utilization of e-learning facilities influence the academic performance of business education students.
1.3 Statement of Problems
Investigation revealed that the advent of information and communication technology has significantly transformed the educational landscape, providing students with new avenues for learning beyond the traditional classroom. E-learning facilities, including digital libraries, online lectures, learning management systems, and interactive educational software, are increasingly integrated into tertiary education. However, despite the widespread availability of these resources, many business education students experience challenges in translating e-learning access into improved academic performance. Some students struggle with the usability of digital tools, inadequate technical support, and limited digital literacy, which is is often a barrier to fully benefiting from e-learning platforms (Ifinedo, 2017).
Furthermore, the effectiveness of e-learning facilities is influenced by the quality and availability of these resources. Poor internet connectivity, outdated hardware, and insufficient training for both students and educators are reported to hinder the learning process, leading to reduced engagement and suboptimal academic outcomes (Adewale & Bello, 2018). Additionally, the level of motivation, self-discipline, and ability to manage time effectively is found to affect how students interact with e-learning platforms, further impacting their academic performance (Olusanya, 2019). It is against this backdrop that this study seeks to investigate the influence of e-learning facilities on the academic performance of business education students.
1.4 Aim and Objectives of Study
The aim of the study is to determine the extent to which e-learning facilities influence the academic performance of business education students. The specific objectives of this study are to:
- Assess the availability and accessibility of e-learning facilities for business education students.
- Examine the extent to which students utilize e-learning facilities in their academic activities.
- Identify the challenges associated with the use of e-learning facilities in business education programs.
- Determine the relationship between the use of e-learning facilities and students' academic performance.
- Provide recommendations for improving the effectiveness of e-learning facilities to enhance academic 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:
- What is the level of availability and accessibility of e-learning facilities for business education students?
- To what extent do students utilize e-learning facilities in their academic activities?
- What are the challenges associated with the use of e-learning facilities in business education programs?
- How does the use of e-learning facilities influence students' academic performance?
- What measures can be implemented to improve the effectiveness of e-learning facilities for academic success?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant relationship between the use of e-learning facilities and the academic performance of business education students
- H1: There is a significant relationship between the use of e-learning facilities and the academic performance of business education students
Hypothesis Two
- H0: The availability and accessibility of e-learning facilities negatively influence the academic performance of business education students.
- H1: The availability and accessibility of e-learning facilities positively influence the academic performance of business education students.
Hypothesis Three
- H0: The utilization of e-learning facilities does not significantly affects students' academic performance in business education programs.
- H1: The utilization of e-learning facilities significantly affects students' academic performance in business education programs.
Hypothesis Four
- H0: Challenges associated with e-learning facilities negatively impact students' academic outcomes.
- H1: Challenges associated with e-learning facilities positively impact students' academic outcomes.
1.7 Significance of Study
The study findings will provide knowledge and information on the impact of E-learning on education and academic performance of students. It will also provide knowledge and guidelines that may be of help to policymakers. The research is of importance to planners, implementers and recipients of the curriculum to the effect that it could enhance students' academic performance in various academic disciplines.
Application of ICT-based teaching and learning in an interactive manner stimulate students' interests to acquire knowledge and apply the acquired knowledge in solving practical life social and economic problems.
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.
1.8 Scope of Study
The scope of the research is focused on the Impact of E-Learning on Academic Performance of Business Studies Students in Secondary Schools. This study will cover only the Students in Educational District IV of Lagos State.
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:
- 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.
- 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).
- 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:
It is an acronym of electronic learning it is an aspect of Electronic Learning that is concerned with sharing of knowledge electronically by use of text video, web or any other IT tools.
Academic Achievement:
It is the extent to which a student, teacher or institution has achieved their short or long-term educational goals.
Access:
It is a means of approaching or entering a place.
Student:
A Student is referred to as a learner or someone who attends an educational institution.
Computer:
An electronic device that is capable of accepting data, processing data automatically, store it, produces the result where needed.
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