This study aims to investigate the challenges derived from implementing online learning and its effect on students' learning performances. The key challenges mentioned in this study were the learning resources, learning environment, self-discipline and technological sufficiency. In specific, it is to assess the relationship between the selected independent variables i.e. the key challenges with the dependent variable (learning performances). Research suggests that online learning has been shown to increase retention of information among students and consume less time. It is the objective of the researcher in this study to illustrate and present the effectiveness, relevancy and applicability of online learning as an alternative to sustainable education in government schools. Although quite a number of studies have been performed and some researchers have delved deep into their interest in investigating these issues, however, researchers still found limited information from online learning specifically on the challenges which crucially affect students’ learning performance. To achieve this goal, a total of 210 samples of students from two government secondary schools have been taken into consideration, and (from SMK Baru Bintulu and SMK Bintulu). The data collection technique was carried out by distributing questionnaires and all data were gathered, processed and analyzed using statistical technique SPSS version 26. The descriptive analysis was used to gauge various responses across various dimensions such as in the respondent’s demographic information, additionally, inferential analysis was mainly for examining the relationship between the challenges (learning resources, learning environment, self-discipline and technological sufficiency) and student’s learning performance. The results revealed learning environment challenge is the strongest predictor in influencing student’s learning performance with unstandardized coefficients, β = .356, t = 4.726 p <.05, followed by self-regulation challenge with β = .316, t = 4.182, p <.05. The most significant contribution of this study is that it explores for the first time the investigation of challenges and effect of online learning on students’ learning performance among students at government schools, this has brought a crucial impact and pushed to the government to take immediate action regarding the matter. Article visualizations:
{"title":"EXAMINING THE ONLINE LEARNING CHALLENGES AND ITS RELATIONSHIP ON LEARNING PERFORMANCE: CASE AT SELECTED SCHOOLS","authors":"Andrew Sija","doi":"10.46827/ejoe.v9i1.5323","DOIUrl":"https://doi.org/10.46827/ejoe.v9i1.5323","url":null,"abstract":"This study aims to investigate the challenges derived from implementing online learning and its effect on students' learning performances. The key challenges mentioned in this study were the learning resources, learning environment, self-discipline and technological sufficiency. In specific, it is to assess the relationship between the selected independent variables i.e. the key challenges with the dependent variable (learning performances). Research suggests that online learning has been shown to increase retention of information among students and consume less time. It is the objective of the researcher in this study to illustrate and present the effectiveness, relevancy and applicability of online learning as an alternative to sustainable education in government schools. Although quite a number of studies have been performed and some researchers have delved deep into their interest in investigating these issues, however, researchers still found limited information from online learning specifically on the challenges which crucially affect students’ learning performance. To achieve this goal, a total of 210 samples of students from two government secondary schools have been taken into consideration, and (from SMK Baru Bintulu and SMK Bintulu). The data collection technique was carried out by distributing questionnaires and all data were gathered, processed and analyzed using statistical technique SPSS version 26. The descriptive analysis was used to gauge various responses across various dimensions such as in the respondent’s demographic information, additionally, inferential analysis was mainly for examining the relationship between the challenges (learning resources, learning environment, self-discipline and technological sufficiency) and student’s learning performance. The results revealed learning environment challenge is the strongest predictor in influencing student’s learning performance with unstandardized coefficients, β = .356, t = 4.726 p <.05, followed by self-regulation challenge with β = .316, t = 4.182, p <.05. The most significant contribution of this study is that it explores for the first time the investigation of challenges and effect of online learning on students’ learning performance among students at government schools, this has brought a crucial impact and pushed to the government to take immediate action regarding the matter. Article visualizations:","PeriodicalId":489372,"journal":{"name":"European Journal of Open Education and E-Learning Studies","volume":"73 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140708049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Appraisal of teachers’ ability to adhere to the national professional standards plays a significant role in ensuring their productivity in schools. However, in Makueni County, teacher productivity in public secondary schools is low. This study assessed the influence of appraisal of teachers’ adherence to national professional standards on teacher productivity in public secondary schools in Makueni County, Kenya. A mixed methodology and concurrent triangulation research design were adopted. The target population comprised 393 principals and 3420 teachers from the 393 public secondary schools in Makueni County totaling 3813 respondents from which a sample of 362 respondents was calculated using Yamane’s Formula. Stratified sampling was used to select all public secondary schools in all the nine sub-counties in Makueni County. From each sub-county, at least four schools were selected using simple random sampling. Simple random sampling was applied to select 39 principals considering schools that have registered high and low academic grades for the last five years. A total of 323 teachers were selected using a simple random method. A questionnaire was used to collect data from teachers whereas interview guides were used to gather qualitative data from principals. Data analysis began by identifying common themes. Qualitative data were analyzed thematically based on study objectives and presented in narrative forms. Quantitative data were analyzed inferentially using Pearson’s Product Moment Correlation Analysis using Statistical Package for Social Sciences (Version 27) and presented using tables. The study of the levels of appraisal of teachers' adherence to national professional standards is not satisfactory to occasion improved productivity among teachers. The study recommends that principals should encourage teachers to understand different legal requirements in education, pursue further training, and have an inkling of all requirements of classroom pedagogy. This will go a long way in enhancing their professional acumen necessary for higher productivity. Article visualizations:
{"title":"INFLUENCE OF APPRAISAL OF TEACHERS’ ADHERENCE TO NATIONAL PROFESSIONAL STANDARDS ON TEACHER PRODUCTIVITY IN PUBLIC SECONDARY SCHOOLS IN MAKEUNI COUNTY, KENYA","authors":"Jacob Kyengo Muthoka, R. Kimiti, Patrick Wambua","doi":"10.46827/ejoe.v9i1.5310","DOIUrl":"https://doi.org/10.46827/ejoe.v9i1.5310","url":null,"abstract":"Appraisal of teachers’ ability to adhere to the national professional standards plays a significant role in ensuring their productivity in schools. However, in Makueni County, teacher productivity in public secondary schools is low. This study assessed the influence of appraisal of teachers’ adherence to national professional standards on teacher productivity in public secondary schools in Makueni County, Kenya. A mixed methodology and concurrent triangulation research design were adopted. The target population comprised 393 principals and 3420 teachers from the 393 public secondary schools in Makueni County totaling 3813 respondents from which a sample of 362 respondents was calculated using Yamane’s Formula. Stratified sampling was used to select all public secondary schools in all the nine sub-counties in Makueni County. From each sub-county, at least four schools were selected using simple random sampling. Simple random sampling was applied to select 39 principals considering schools that have registered high and low academic grades for the last five years. A total of 323 teachers were selected using a simple random method. A questionnaire was used to collect data from teachers whereas interview guides were used to gather qualitative data from principals. Data analysis began by identifying common themes. Qualitative data were analyzed thematically based on study objectives and presented in narrative forms. Quantitative data were analyzed inferentially using Pearson’s Product Moment Correlation Analysis using Statistical Package for Social Sciences (Version 27) and presented using tables. The study of the levels of appraisal of teachers' adherence to national professional standards is not satisfactory to occasion improved productivity among teachers. The study recommends that principals should encourage teachers to understand different legal requirements in education, pursue further training, and have an inkling of all requirements of classroom pedagogy. This will go a long way in enhancing their professional acumen necessary for higher productivity. Article visualizations:","PeriodicalId":489372,"journal":{"name":"European Journal of Open Education and E-Learning Studies","volume":"33 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140734546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study is on the assessment of the psychometric properties of Attitude Towards Assessment Test (ATAT). Four research questions guided the study. An instrumentation research design was adopted. The population consisted of secondary school students in Delta State, Nigeria. The sample size comprised 1,000 students, selected through simple random and non-probability cluster sampling techniques. The test under assessment was developed by Megbele, et al. (2023). The Rasch Rating Scale Model was used to answer research 1, which assessed person and item reliability, item statistics, and ordering of response categories. Two fit indices including the infit and outfit mean square (MNSQ) statistics were used to answer research question 2. The data that were used to answer research questions 1 and 2 were analysed with the aid of the Jmetrik IRT software. The Categorical Confirmatory Factor Analysis (CCFA) was used to answer research question 3 while Chi-Square Goodness of Fit Statistics was used to answer research question 4 on construct validity, evidence of unidimensionality, and local independence respectively. The findings of this study revealed that the three components of the scale had high values of item separation index and reliability as well as an acceptable range of Person separation index and reliability; the difficulty index of items in the test was within an acceptable range; Each of the components of the Attitude Towards Assessment Test (ATAT) (Cognitive, affective and behavioural) had one construct each, which is evidence of unidimensionality for the different components of the Attitude Towards Assessment Test. Based on the findings of the study, it was concluded that all items in the different components that made up the test are reliable, have adequate item difficulty infit, and outfit MNSQ estimates, with evidence of unidimensionality and local independence assumptions. The study recommended that the test can be used by examination bodies for the assessment of students in the affective domain.
{"title":"ASSESSMENT OF THE PSYCHOMETRIC PROPERTIES OF ATTITUDE TOWARDS ASSESSMENT TEST (ATAT)","authors":"A. M. Megbele, J. N. Odili, P. U. Osadebe","doi":"10.46827/ejoe.v8i3.5054","DOIUrl":"https://doi.org/10.46827/ejoe.v8i3.5054","url":null,"abstract":"This study is on the assessment of the psychometric properties of Attitude Towards Assessment Test (ATAT). Four research questions guided the study. An instrumentation research design was adopted. The population consisted of secondary school students in Delta State, Nigeria. The sample size comprised 1,000 students, selected through simple random and non-probability cluster sampling techniques. The test under assessment was developed by Megbele, et al. (2023). The Rasch Rating Scale Model was used to answer research 1, which assessed person and item reliability, item statistics, and ordering of response categories. Two fit indices including the infit and outfit mean square (MNSQ) statistics were used to answer research question 2. The data that were used to answer research questions 1 and 2 were analysed with the aid of the Jmetrik IRT software. The Categorical Confirmatory Factor Analysis (CCFA) was used to answer research question 3 while Chi-Square Goodness of Fit Statistics was used to answer research question 4 on construct validity, evidence of unidimensionality, and local independence respectively. The findings of this study revealed that the three components of the scale had high values of item separation index and reliability as well as an acceptable range of Person separation index and reliability; the difficulty index of items in the test was within an acceptable range; Each of the components of the Attitude Towards Assessment Test (ATAT) (Cognitive, affective and behavioural) had one construct each, which is evidence of unidimensionality for the different components of the Attitude Towards Assessment Test. Based on the findings of the study, it was concluded that all items in the different components that made up the test are reliable, have adequate item difficulty infit, and outfit MNSQ estimates, with evidence of unidimensionality and local independence assumptions. The study recommended that the test can be used by examination bodies for the assessment of students in the affective domain.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0011/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":489372,"journal":{"name":"European Journal of Open Education and E-Learning Studies","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135924999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article evaluates the efficacy of M-learning in instructing the Badminton course for K14 university students at the University of Sports and Physical Education in Ho Chi Minh City, Vietnam. Utilizing an experimental design, it contrasts the outcomes of two groups: the K13 students who were taught through conventional face-to-face methods and the K14 students who engaged in blended learning. Both groups were exposed to identical content and assessment procedures. The findings indicate that students in the blended learning approach outperformed their peers in the traditional setting. The study also delves into resource utilization and collects feedback from learners, underscoring the advantages of M-learning in Badminton instruction.
{"title":"M-LEARNING APPLICATION IN TEACHING BADMINTON FOR PHYSICAL EDUCATION STUDENTS IN VIETNAM","authors":"Nguyen The Luong, Vo Thi Phuong Linh","doi":"10.46827/ejoe.v8i3.5026","DOIUrl":"https://doi.org/10.46827/ejoe.v8i3.5026","url":null,"abstract":"The article evaluates the efficacy of M-learning in instructing the Badminton course for K14 university students at the University of Sports and Physical Education in Ho Chi Minh City, Vietnam. Utilizing an experimental design, it contrasts the outcomes of two groups: the K13 students who were taught through conventional face-to-face methods and the K14 students who engaged in blended learning. Both groups were exposed to identical content and assessment procedures. The findings indicate that students in the blended learning approach outperformed their peers in the traditional setting. The study also delves into resource utilization and collects feedback from learners, underscoring the advantages of M-learning in Badminton instruction.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0061/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":489372,"journal":{"name":"European Journal of Open Education and E-Learning Studies","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136024852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study evaluated the influence of Demographic factors on the implementation of the Delta State Skills Training and Entrepreneurship Programme (STEP). The population of the study comprised 4,559 beneficiaries. A sample size of 1,000 beneficiaries was selected through proportionate stratified and convenience sampling techniques. The questionnaire was used to collect data. Experts’ judgement was used to validate the instrument. The test-retest method of reliability was used to determine the reliability of the instrument, with a coefficient of 0.82. Frequency and percentage were used to analyse the data. The findings of the study revealed that there is a significant difference between male and female beneficiaries of the STEP on the establishment of their own enterprises after graduating from the programme; that there is a significant difference between male and female beneficiaries of the STEP on their employment of other youths after graduating from the programme; and that there is no significant difference among beneficiaries of the STEP on the establishment of their own enterprises on the basis of their marital status after graduating from the programme. The study further showed that there is no significant difference among beneficiaries of the STEP on the employment of other youths on the basis of their marital status after graduating from the programme; that there is a significant difference among beneficiaries of the STEP on the establishment of their own enterprises on the basis of their educational qualification after graduating from the programme; and that there is no significant difference among beneficiaries of the STEP on their employment of other youths on the basis of their educational qualification after graduating from the programme. The study recommended amongst others that the program be expanded to accommodate more economically viable skills and vocations, including commerce/trade apprenticeship.
{"title":"INFLUENCE OF DEMOGRAPHIC FACTORS ON THE IMPLEMENTATION OF THE DELTA STATE SKILLS TRAINING AND ENTREPRENEURSHIP PROGRAMME (STEP)","authors":"A. E. Ajaino, J. N. Odili, P. A. U. Ossai","doi":"10.46827/ejoe.v8i3.4977","DOIUrl":"https://doi.org/10.46827/ejoe.v8i3.4977","url":null,"abstract":"This study evaluated the influence of Demographic factors on the implementation of the Delta State Skills Training and Entrepreneurship Programme (STEP). The population of the study comprised 4,559 beneficiaries. A sample size of 1,000 beneficiaries was selected through proportionate stratified and convenience sampling techniques. The questionnaire was used to collect data. Experts’ judgement was used to validate the instrument. The test-retest method of reliability was used to determine the reliability of the instrument, with a coefficient of 0.82. Frequency and percentage were used to analyse the data. The findings of the study revealed that there is a significant difference between male and female beneficiaries of the STEP on the establishment of their own enterprises after graduating from the programme; that there is a significant difference between male and female beneficiaries of the STEP on their employment of other youths after graduating from the programme; and that there is no significant difference among beneficiaries of the STEP on the establishment of their own enterprises on the basis of their marital status after graduating from the programme. The study further showed that there is no significant difference among beneficiaries of the STEP on the employment of other youths on the basis of their marital status after graduating from the programme; that there is a significant difference among beneficiaries of the STEP on the establishment of their own enterprises on the basis of their educational qualification after graduating from the programme; and that there is no significant difference among beneficiaries of the STEP on their employment of other youths on the basis of their educational qualification after graduating from the programme. The study recommended amongst others that the program be expanded to accommodate more economically viable skills and vocations, including commerce/trade apprenticeship.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0056/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":489372,"journal":{"name":"European Journal of Open Education and E-Learning Studies","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135840889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Catherine Morena Malebohang, Setho John Mokhets’engoane
During the Covid-19 pandemic, different institutions globally introduced alternative methods such as Online Teaching and Learning (OTL) or home-based learning and testing. Despite the upsurge of Covid-19 and a shift in modality, students’ progress needed to be assessed as it determines how much students have learned. Drawing from critical pedagogy, this paper, therefore, explored the fairness and the authenticity of assessment strategies that were employed by one university in Lesotho during the Covid era. The qualitative case study research design was deployed in order to understand the views of students regarding the topic under investigation. The data were collected through a semi–structured interviews telephonically. Our sample was composed of 8 students (n=8) that were selected based on purpose. Overall, it appears that opinions are divided regarding the fairness and authenticity of assessment strategies used by NUL during the Covid-19 pandemic. While some participants did not express concern about being taught online and assessed offline, others maintained that if they were taught online, they expected to be assessed online in order to maintain fairness and authenticity. Considering these findings and the evidence currently attested by the participants of this study, one of the recommendations is that assessment expectations should be clearly communicated to the students in advance.
{"title":"FAIRNESS AND AUTHENTICITY OF ASSESSMENT STRATEGIES USED AT THE NATIONAL UNIVERSITY OF LESOTHO AMID COVID-19: A CASE OF B.ED PRIMARY PROGRAMME","authors":"Catherine Morena Malebohang, Setho John Mokhets’engoane","doi":"10.46827/ejoe.v8i3.4970","DOIUrl":"https://doi.org/10.46827/ejoe.v8i3.4970","url":null,"abstract":"During the Covid-19 pandemic, different institutions globally introduced alternative methods such as Online Teaching and Learning (OTL) or home-based learning and testing. Despite the upsurge of Covid-19 and a shift in modality, students’ progress needed to be assessed as it determines how much students have learned. Drawing from critical pedagogy, this paper, therefore, explored the fairness and the authenticity of assessment strategies that were employed by one university in Lesotho during the Covid era. The qualitative case study research design was deployed in order to understand the views of students regarding the topic under investigation. The data were collected through a semi–structured interviews telephonically. Our sample was composed of 8 students (n=8) that were selected based on purpose. Overall, it appears that opinions are divided regarding the fairness and authenticity of assessment strategies used by NUL during the Covid-19 pandemic. While some participants did not express concern about being taught online and assessed offline, others maintained that if they were taught online, they expected to be assessed online in order to maintain fairness and authenticity. Considering these findings and the evidence currently attested by the participants of this study, one of the recommendations is that assessment expectations should be clearly communicated to the students in advance.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0065/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":489372,"journal":{"name":"European Journal of Open Education and E-Learning Studies","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135999255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Peter Yidana, Alfred Asapeo, Sunday Kunyur Laar, Linda, W., Chibelitu
Increasing demand for higher education coupled with globalization has led to the adoption of online teaching and learning to cope with the growing number of students. Even though online teaching and learning have advantages, some challenges bedevil its smooth implementation. The purpose of this article was to present a literature review of the challenges that higher education institutions in Africa face concerning online teaching and learning. The method that was employed in the review was the scoping review method. Empirical studies from 25 African countries published between 2000 and 2023 were assembled and reviewed. In all, 65 studies were reviewed in terms of three themes namely: 1) level of readiness/preparedness for online teaching and learning 2) access and participation in online teaching and learning, and 3) effectiveness of online teaching and learning. The results suggest that most of the challenges confronting online teaching and learning in African higher education institutions include inadequate preparation/readiness to adopt an online mode of teaching and learning. Issues of lack of readiness include inadequate ICT infrastructure, low levels of ICT literacy among students and teachers, weak pedagogical skills of teachers, and weak institutional policy framework to drive online teaching and learning. The results further revealed that access and participation of students in online teaching and learning in most parts of Africa are poor due to poor internet connectivity, lack of electricity, lack of access devices such as laptops and smartphones as well as higher cost of data. The review additionally revealed issues of effectiveness such as limited collaboration and interaction among participants in the e-teaching and learning, inability to engage in practical work such as laboratory practical and some mathematical computations. Other issues discovered include poor pedagogical skills of teachers. These challenges must be addressed to enable African higher education institutions catch up with the rest of the world in the adoption and utilization of ICT in teaching and learning.
{"title":"CHALLENGES FACING ONLINE TEACHING AND LEARNING IN AFRICAN HIGHER EDUCATION INSTITUTIONS: EMPIRICAL REVIEW","authors":"Peter Yidana, Alfred Asapeo, Sunday Kunyur Laar, Linda, W., Chibelitu","doi":"10.46827/ejoe.v8i2.4974","DOIUrl":"https://doi.org/10.46827/ejoe.v8i2.4974","url":null,"abstract":"Increasing demand for higher education coupled with globalization has led to the adoption of online teaching and learning to cope with the growing number of students. Even though online teaching and learning have advantages, some challenges bedevil its smooth implementation. The purpose of this article was to present a literature review of the challenges that higher education institutions in Africa face concerning online teaching and learning. The method that was employed in the review was the scoping review method. Empirical studies from 25 African countries published between 2000 and 2023 were assembled and reviewed. In all, 65 studies were reviewed in terms of three themes namely: 1) level of readiness/preparedness for online teaching and learning 2) access and participation in online teaching and learning, and 3) effectiveness of online teaching and learning. The results suggest that most of the challenges confronting online teaching and learning in African higher education institutions include inadequate preparation/readiness to adopt an online mode of teaching and learning. Issues of lack of readiness include inadequate ICT infrastructure, low levels of ICT literacy among students and teachers, weak pedagogical skills of teachers, and weak institutional policy framework to drive online teaching and learning. The results further revealed that access and participation of students in online teaching and learning in most parts of Africa are poor due to poor internet connectivity, lack of electricity, lack of access devices such as laptops and smartphones as well as higher cost of data. The review additionally revealed issues of effectiveness such as limited collaboration and interaction among participants in the e-teaching and learning, inability to engage in practical work such as laboratory practical and some mathematical computations. Other issues discovered include poor pedagogical skills of teachers. These challenges must be addressed to enable African higher education institutions catch up with the rest of the world in the adoption and utilization of ICT in teaching and learning.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0075/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":489372,"journal":{"name":"European Journal of Open Education and E-Learning Studies","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135999476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The researchers investigated the effect of e-counselling on career development among undergraduate students of Enugu State University of Science and Technology (ESUT), Nigeria. The pre-test, post-test, and control group quasi-experimental design was adopted for this study. Two research questions and two null hypothesis tested at a 0.05 level of significance guided the study. The population of this study comprised, 7,032 of 400 level students in Enugu State University of Science and Technology (ESUT), Nigeria. The researcher sampled 58 students for the study. The sampling techniques employed are purposive and cluster. Two instruments developed by the researcher were used for data collection, namely Students Career Identification Scale (SCIS) and Career Detecting Scale (CDS). The instruments were validated by experts in departments of measurement and valuation as well as Guidance and Counselling. The reliability of the instruments was ascertained through the test-retest method using Cronbach Alpha statistics which yielded reliability coefficients of 0.81 and 0.83 for SCIS and CDS respectively. Data collected were analyzed using mean score and standard deviation to answer the research questions. The hypothesis was tested using the analysis of covariance (ANCOVA) at a 5% level of significance. The findings revealed among others that ECM is significantly effective in career development among undergraduates at post-test and follow-up test from the above findings, it was recommended among others, that counsellors should make use of e-counselling in promoting career development among undergraduate students for higher productivity.
{"title":"EFFECT OF E-COUNSELLING ON CAREER DEVELOPMENT AMONG UNDERGRADUATE STUDENTS OF ENUGU STATE UNIVERSITY OF SCIENCE AND TECHNOLOGY (ESUT) NIGERIA","authors":"Eberechukwu Francisca Chigbu","doi":"10.46827/ejoe.v8i2.4916","DOIUrl":"https://doi.org/10.46827/ejoe.v8i2.4916","url":null,"abstract":"The researchers investigated the effect of e-counselling on career development among undergraduate students of Enugu State University of Science and Technology (ESUT), Nigeria. The pre-test, post-test, and control group quasi-experimental design was adopted for this study. Two research questions and two null hypothesis tested at a 0.05 level of significance guided the study. The population of this study comprised, 7,032 of 400 level students in Enugu State University of Science and Technology (ESUT), Nigeria. The researcher sampled 58 students for the study. The sampling techniques employed are purposive and cluster. Two instruments developed by the researcher were used for data collection, namely Students Career Identification Scale (SCIS) and Career Detecting Scale (CDS). The instruments were validated by experts in departments of measurement and valuation as well as Guidance and Counselling. The reliability of the instruments was ascertained through the test-retest method using Cronbach Alpha statistics which yielded reliability coefficients of 0.81 and 0.83 for SCIS and CDS respectively. Data collected were analyzed using mean score and standard deviation to answer the research questions. The hypothesis was tested using the analysis of covariance (ANCOVA) at a 5% level of significance. The findings revealed among others that ECM is significantly effective in career development among undergraduates at post-test and follow-up test from the above findings, it was recommended among others, that counsellors should make use of e-counselling in promoting career development among undergraduate students for higher productivity.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0045/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":489372,"journal":{"name":"European Journal of Open Education and E-Learning Studies","volume":"241 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135310057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Olayinka Anthony Ojo, Damola Olugbade, Idowu Olusola Abioye
This study examined the effects of using mobile technology on entrepreneurial educational interest and development among students at Osun State College of Education, Ilesa. A descriptive survey research design was adopted for the study and the sample consisted of two hundred (200) randomly selected student entrepreneurs in the college. The research instrument was self-developed by the researcher for the purpose of the study, namely: Effects of mobile technology on entrepreneurial interest and development of students. The reliability coefficients obtained for research instruments was 0.825 (Cronbach’s Alpha). Data collected were analysed using percentage, mean and ANOVA. Findings from the study revealed that Fashion Designing/Tailoring was the entrepreneurial activity with the highest number of students. Also, the use of mobile technology has positive effects on students’ interest in entrepreneurial activity ( = 3.29) and students’ entrepreneurial development ( = 3.41). Finally, findings showed a significant difference in the effects of mobile technology on students’ interest in entrepreneurial activity (F(1, 199) = 13.688, p (0.000) < 0.05) and students’ entrepreneurial development (F(1, 199) = 16.715, p (0.000) < 0.05). The study recommended the use of mobile technology to foster students’ entrepreneurial interests and development.
{"title":"ENTREPRENEURIAL INTEREST AND DEVELOPMENT AMONG TERTIARY INSTITUTION STUDENTS: THE MOBILE TECHNOLOGY APPROACH","authors":"Olayinka Anthony Ojo, Damola Olugbade, Idowu Olusola Abioye","doi":"10.46827/ejoe.v8i2.4806","DOIUrl":"https://doi.org/10.46827/ejoe.v8i2.4806","url":null,"abstract":"This study examined the effects of using mobile technology on entrepreneurial educational interest and development among students at Osun State College of Education, Ilesa. A descriptive survey research design was adopted for the study and the sample consisted of two hundred (200) randomly selected student entrepreneurs in the college. The research instrument was self-developed by the researcher for the purpose of the study, namely: Effects of mobile technology on entrepreneurial interest and development of students. The reliability coefficients obtained for research instruments was 0.825 (Cronbach’s Alpha). Data collected were analysed using percentage, mean and ANOVA. Findings from the study revealed that Fashion Designing/Tailoring was the entrepreneurial activity with the highest number of students. Also, the use of mobile technology has positive effects on students’ interest in entrepreneurial activity ( = 3.29) and students’ entrepreneurial development ( = 3.41). Finally, findings showed a significant difference in the effects of mobile technology on students’ interest in entrepreneurial activity (F(1, 199) = 13.688, p (0.000) &lt; 0.05) and students’ entrepreneurial development (F(1, 199) = 16.715, p (0.000) &lt; 0.05). The study recommended the use of mobile technology to foster students’ entrepreneurial interests and development.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0009/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":489372,"journal":{"name":"European Journal of Open Education and E-Learning Studies","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135563719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study was carried out to investigate the effects of self-learning and explicit instructional strategies on the achievement of biology students in Delta Central Senatorial District. The study adopted the pre-test post-test control group quasi-experimental design. Seven research questions and seven hypotheses were raised and formulated to guide the study, respectively. A sample of three hundred and thirty-five senior secondary II students randomly selected from six public mixed secondary schools xusing simple random sampling techniques was used for the study. The instrument used for data collection was the Biology Achievement Test (BAT). The reliability of the BAT was established using Kuder-Richardson formula 21 which yielded a coefficient of 0.87. The data obtained were analysed using Means, Standard Deviation, paired sample t-test, Scheffe post hoc test and Analysis of Covariance at 0.05 level of significance. The results obtained revealed that there was a significant effect of self-learning and explicit instructional strategies on biology students’ achievement, compared to the lecture method; there was a significant difference in the achievement of biology students taught with self-learning and explicit instructional strategies in favour of students taught with explicit instructional strategy; there was no significant difference between the mean achievement scores of male and female students taught biology using self-learning and explicit instructional strategies; there was no significant effect of the interaction of teaching method and sex on biology students achievement. Based on the findings, it was concluded that self-learning and explicit instructional strategies are effective strategies in boosting students’ achievement in biology. It was, therefore, recommended that science teachers, especially biology teachers, should expose biology students to self-learning and explicit instructional strategies that promote active participation and ultimately enhance achievement.
{"title":"EFFECTS OF SELF-LEARNING AND EXPLICIT INSTRUCTIONAL STRATEGIES ON THE ACHIEVEMENT OF BIOLOGY STUDENTS IN DELTA CENTRAL SENATORIAL DISTRICT, NIGERIA","authors":"J. A. Omeligwe, E. Kpangban","doi":"10.46827/ejoe.v8i2.4797","DOIUrl":"https://doi.org/10.46827/ejoe.v8i2.4797","url":null,"abstract":"This study was carried out to investigate the effects of self-learning and explicit instructional strategies on the achievement of biology students in Delta Central Senatorial District. The study adopted the pre-test post-test control group quasi-experimental design. Seven research questions and seven hypotheses were raised and formulated to guide the study, respectively. A sample of three hundred and thirty-five senior secondary II students randomly selected from six public mixed secondary schools xusing simple random sampling techniques was used for the study. The instrument used for data collection was the Biology Achievement Test (BAT). The reliability of the BAT was established using Kuder-Richardson formula 21 which yielded a coefficient of 0.87. The data obtained were analysed using Means, Standard Deviation, paired sample t-test, Scheffe post hoc test and Analysis of Covariance at 0.05 level of significance. The results obtained revealed that there was a significant effect of self-learning and explicit instructional strategies on biology students’ achievement, compared to the lecture method; there was a significant difference in the achievement of biology students taught with self-learning and explicit instructional strategies in favour of students taught with explicit instructional strategy; there was no significant difference between the mean achievement scores of male and female students taught biology using self-learning and explicit instructional strategies; there was no significant effect of the interaction of teaching method and sex on biology students achievement. Based on the findings, it was concluded that self-learning and explicit instructional strategies are effective strategies in boosting students’ achievement in biology. It was, therefore, recommended that science teachers, especially biology teachers, should expose biology students to self-learning and explicit instructional strategies that promote active participation and ultimately enhance achievement.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0008/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":489372,"journal":{"name":"European Journal of Open Education and E-Learning Studies","volume":"61 12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135017165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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