1.1 Introduction
Electronic Learning is a system designed to help students gain access and acquire knowledge in any university of their choice. Chemistry is an exact and a core science subject in Nigerian secondary schools. Its teaching often requires creativity and improvisation. To make chemistry concepts comprehensible to students, chemistry teachers must employ creative teaching methods and be prepared to respond to queries and explain concepts in an atypical manner (Nbina, 2012). Electronic Learning results to learning and other supportive resources that are available through a computer and it includes computer based training, computer based instruction and technology. The author further pointed out that the widespread poor performance and the negative attitude towards chemistry from secondary school students have largely been ascribed to lack of proper teaching methods.
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
An Electronic Learning framework carries education nearer to the individuals and evacuates the pressure and imperatives, which characterize the conventional classroom learning system. The hallmarks of Electronic Learning are the separation of teacher and learner in space and/or time, the control of learning by the student rather than the distant instructor, and non-adjacent communication between student and teacher, mediated by print or other forms of technology. At its most essential level, distance education is a procedure where number of teachings is conducted by remotely located lecturers. Two categories of Electronic Learning systems exist; namely On-line and Off-line Electronic Learning.
E-learning (EL) basically involves use and application of information and communication technologies (ICT) at web sites, personal computers (PCs), tablet PCs, cell phones, learning management system, televisions, radios and other means to improve teaching and learning processes. E-learning is really a unifying phrase accustomed to explain the areas associated with the internet, web-based instruction and technologies directions (Oye, Salleh and Iahad, 2010).
In that respect, e-learning is substantially becoming a learning strategy in the realms of teaching, practical learning, skills training and development and many corporate functions as evidenced by massive development of web technologies. The use of E-learning (EL) in education and training has been a priority in most European countries during the last decade, but progress has been uneven (Pelgrum, 2004). In most developed countries such as UK, schools have embedded the use of ICT in teaching and learning into the curriculum and demonstrate high level of effective and appropriate use to support teaching and learning Organization for Economic Cooperation and Development (OECD, 2004)
Basssey (2002) described instructional materials media as system component that may be used as part of instructional process which are used to disseminate informative message and ideas or which make possible communication in the teaching-learning process. Experience over the years has shown that teachers have been depending on excessive use of words to express, convey ideas or facts in the teaching-learning process. This process is termed the ‘chalk-talk’ method. Today advances in technology have made it possible to produce materials and devices that could be used to minimize the teachers’ talking and at the same time, make the message clearer, more interesting and easier for the learner to assimilate (Onasanya, et al. (2008).
According to Soetan et al. (2010), graphics including charts, posters, sketches, cartoons, graphs and drawings. Graphics communicate facts and ideas clearly through combination of drawings, words and pictures. The use of graphics in teaching creates definitiveness to the materials being studied. They help to visualize the whole concepts learned and their relationships with one another. Hands-on online instructional resource show, rather than tell, which increase information retention. Samba and Eriba (2011) see improvisation as the act of using alternative materials and resources to facilitate instructions whenever there is lack or shortage of specific first hand teaching aids. The authors see improvisation as the choice of the best instructional material which enables the teacher to achieve some carefully specified educational objectives.
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to assess the Knowledge and Availability of E-Learning Facilities for Effective Teaching and Learning Chemistry in Secondary Schools.
1.3 Statement of Problems
Investigation revealed that the transmission of facts, ideas and information from the teacher to the students in a systematic order or procedure is referred to as teaching. During this process instructional material otherwise known as teaching aids meant to make instruction more meaningful, clear and much more interesting to students are brought in display. There is a general impression that science education is not achieving the desired objectives especially with high incidence of students’ poor performance in chemistry and other science subjects at senior secondary certificate examination.
The failure of educational system to provide adequate and appropriate teaching-learning aids in order to improve academic performance of students is of a great concern to government, educational institutions and other concern citizens. It is believed that if adequate instructional materials are made available to school and are used appropriately in teaching-learning process, a better performance could be achieved. Hence, the motivation of this study seeks to assess out the Knowledge and Availability of E-Learning Facilities for Effective Teaching and Learning Chemistry in Secondary Schools.
1.4 Aim and Objectives of Study
The study was carried out to examine the Knowledge and Availability of E-Learning Facilities for Effective Teaching and Learning Chemistry in Secondary Schools. In achieving this aim, the following specific objectives were laid out as follows to:
- Determine the relationship between electronic learning and student academic performance in chemistry;
- Examine the impact of e-learning in teaching and learning of chemistry in secondary school; and
- Find out the influence of electronic learning on academic performance of senior secondary school students in chemistry.
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:
- Does an electronic learning influence instructional materials on academic performance of senior secondary school students in chemistry?
- Is there any relationship between electronic learning and student academic performance in chemistry?
- What is the impact of e-learning in teaching and learning of chemistry in secondary school?
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 statistical significant relationship between the academic performance of chemistry students and the use of electronic learning resources in Teaching-learning
- H1: There is a statistical significant relationship between the academic performance of chemistry students and the use of electronic learning resources in Teaching-learning
Hypothesis Two
- H0: An electronic learning does not have any impact in teaching and learning of chemistry in senior secondary school
- H1: An electronic learning has impact in teaching and learning of chemistry in senior secondary school
1.7 Significance of Study
The significance of this research will help to:
- Steer Government and Proprietors of schools to recognize the need to adequately equip their schools with current and appropriate electronic learning resources.
- Prove the worth of instruction materials in teaching learning processes.
- Inculcate in teachers the habits of using e-learning resources appropriately in teaching learning process to arouse interest and determination among students.
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 this research is focused on the Knowledge and Availability of E-Learning Facilities for Effective Teaching and Learning Chemistry in Secondary Schools in Okpe Local Government Area of Delta State.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- 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.
- Research material: availability of research material is a major setback to the scope of the study.
- Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
- 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).
1.10 Definition of Terms
Electronic Learning (E–Learning): It is an act of using IT tools to distribute or share knowledge between groups of learners.
Data: raw materials used by the computer.
Information: processed data capable of solving a problem.
