E-Learning Integration in Post-Secondary Science Education: Evidence from Anambra State, Nigeria.
DOI:
https://doi.org/10.26437/fmjxfp28Keywords:
Educators. e-learning. learners. post-secondary. utilisationAbstract
Purpose: The focus of the research was to assess the utilisation of e-learning facilities by science education educators and learners at postsecondary institutions.
Design/Methodology/Approach: A descriptive survey research methodology was employed, and one research question and one research hypothesis guided the study. A simple random sampling technique was used to select 295 respondents, which comprised 280 students and 15 lecturers from two universities in Anambra State, Nigeria. Descriptive statistics were employed, including calculation of mean scores, standard deviations, frequencies, and percentages. Additionally, a t-test was used to evaluate the hypothesis at the 95% confidence interval using the independent-samples t-test in SPSS Version 25.
Findings: Postsecondary institutions frequently use e-learning resources to improve learners' comprehension of scientific courses. Both teachers and students agree that e-learning resources are used to a moderate extent in the instruction and knowledge acquisition of science in postsecondary institutions in Anambra State, Nigeria.
Research Limitation: This research study was delimited to postsecondary institutions in Anambra State, Nigeria; therefore, the findings may not be fully generalizable to other states or regions with different levels of technological development, institutional support or educational policies.
Practical Implication: Practically speaking, the study found that by nurturing and maintaining learners' enthusiasm, understanding, and favour for science, educators in scientific education might support successful, non-abstract study of science.
Social Implication: The moderate use of e-learning facilities suggests a gradual shift toward digital learning cultures within post-secondary institutions, as this increased exposure to e-learning can enhance students' digital literacy skills, which are essential for participation in a technology-driven society.
Originality and Value: This research has helped school system administrators develop strategies and policies to enhance science instruction and knowledge acquisition. It has also highlighted the significance of e-learning resources for promoting effective science education among teachers.
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