Knowledge And Availability Of Chemistry E-Learning Facilities For Effective Teaching And Learning Of Chemistry In Tertiary Institution

Introduction

1.1 Background to the Study

Over the years, every facet of human endeavour has been completely altered by the revolution in the field of Information and Communication Technology (ICT). This technology is particularly crucial in the field of education that ultimately dictates the pace of development in other areas of life. To this end, teachers, educationists and administrators who seek to be relevant in the contemporary age are those with the prerequisite skills, competencies and capabilities to conceptualize and implement the electronic agenda for their various schools. Over the years, the senior secondary school curriculum in Nigeria – Africa’s most populous nation has been expanded with the inclusion of many science and vocational subjects in line with modern realities. As a result of this, the use of appropriate modes of interactive facilities is incumbent so as to ensure more effective and innovative lesson delivery and actualization of the intention of the curricular of those schools. These however, show the relevance of e-learning in our educational system.

The concept of e-learning refers to education or learning through the use of modern technology such as computers, digital technology, networked digital devices (INTERNET) and associated software and course ware (Wikipedia, 2014). As opposed to distance learning, e-learning is a term that is used to refer to all ICTs, networked, internet and other forms of electronic media that can be used to enhance teaching and learning so as to transfer knowledge and skills (Kasse and Balunwya, 2013). E-learning, otherwise referred to as computer based training (CBT), internet based training (IBT) or web based training (WBT), includes all forms of electronically supported teaching and learning activities for learners (Alabi, 2013). In e-learning, curriculum content in the form of texts, visuals, e.g. pictures, posters, videos, audio/sound, multicolor images, maps, and graphics, can be simultaneously presented on-line to students in both immediate locations (classroom model of e-learning) and various geographical distances (Distance Education model of e-learning).

E-learning is a term that describes educational technology users in fundamental structural changes that can be used to achieve significant improvements in productivity. Used to support both teaching and learning, technology infuses classrooms with digital learning tools, such as computers and hand held devices; expands course offerings, experiences, and learning materials; supports learning; builds 21st century skills; increases student engagement and motivation; and accelerates learning. Technology also has the power to transform teaching by ushering in a new model of connected teaching. This model links teachers to their students and to professional content, resources, and systems to help them improve their own instruction and personalize learning.

Online learning opportunities and the use of open educational resources and other technologies can increase educational productivity by accelerating the rate of learning; reducing costs associated with instructional materials or program delivery, and better utilizing teacher time that electronically or technologically learning and teaching (Wikipedia 2014). Developments in internet and multimedia technologies are the basic enablers of e-learning with consulting, contents, technologies, services and support being identified as the five key sector of the e-learning industry (European Commission 2000).

E-learning in education is the wholesome integration of modern telecommunications equipment and ICT resources, particularly the internet, into the education system. Adedoyin (2008) defined ICT as totality of methods and tools that are used in gathering, storing, processing and communicating information such as digital technologies, including: computer, scanner, printer, telephone, internet, digital satellite system (DSS), direct broadcast satellite (DBS), pocket-switching, fiber optic cables, and multi-media systems for collection, processing, storage and dissemination of information all-over the world. E-learning as an aspect of ICT is relatively new in Nigeria’s educational system. It is a departure from the conventional approach in curriculum implementation. The main purpose of e-learning is to transform the old methods and approaches to curriculum implementation and not to silence the curriculum or to extinguish or erase the contents of curriculum. E-learning is driven by the curriculum. It should follow the curriculum and should not rob the curriculum of its essence.

Regardless of the educational level or stage e-learning can be adopted, used or applied in education for effective teaching and learning. E-learning is a learner controlled, self paced education environment where the learner has authority over the learning environment; thereby allowing learners to work at their pace (Eke, 2011). It must be borne in mind that the change in education is the reason responsible for the paradigm shift from teacher centeredness through to learners centeredness (Kasse and Balunwya, 2013). Now, the extent to which e-learning assists or replaces other teaching and learning approaches is varied ranging on a continuum from none to fully online distance learning (Bates and Poole, 2013).

Commenting on the importance of e-learning in the modern era, Daniel (2009) had observed that e-learning plays an important role in professional development for adults in the workforce. As the world strives to meet development goals there is an increasing recognition of the potentials of e-learning to meet growing educational challenges, particularly in developing nations with high incidences of illiteracy and underdevelopment.

ICT in most public secondary schools has been integrated into the various syllabuses within the ICT teaching curriculum. Haughton (2013) explained that an ICT curriculum should set minimum standards that all children should achieve in the subject during their time at school. It should also ensure that the children learn ICT skills over a variety of areas to enable them to gain confidence in doing a range of ICT tasks (i.e. they should have access to a broad and balanced curriculum). According to Erstad (2006) and Krumsvisk (2006) curriculum for schools requires schools and teachers to acquire a high degree of ICT literacy in all subjects. As a result, ICT literacy has become mandatory in all fields and should be integrated into all subjects. ICT literacy describes the ability to make use of ICT in teaching, learning and work activities. One of the most critical questions asked by educators is: What is the long term impact of the introduction of ICT in the curriculum? Computers, in particular, have positive effects on learning and are motivating for learners (Reeves, 1998).

Similarly, the role of ICT in curriculum implementation is recognized by the Nigeria National Policy on Education (FRN, 2013, p. 53) where it stated that, ‘the government shall provide facilities and necessary infrastructures for the promotion of ICT and e-learning.’ It is against this background that the researcher intends to investigate the extent of availability and use of e-learning materials by teachers in secondary schools. This study sought to unravel the knowledge and availability of chemistry e-learning facilities for effective teaching and learning of chemistry in tertiary institution.

1.2 Statement of Problem

The call for application of e-learning in secondary education is to infuse efficiency and effectiveness in curriculum implementation. However, studies have revealed that in developing nations including Nigeria, e-learning is challenged with the problem of material devices such as computer, computer laboratories, internet and e-mail facilities, videophone systems and teleconferencing devices, fax and wireless applications, digital library, digital classrooms, multimedia systems and the problem of multimedia course ware development among others as well as is dearth of trained teachers for e-learning, lack of facilities, infrastructures and equipment. While this may be responsible for the down turn in the competitiveness of the nation’s educational programmes when compared with other nations, this study seeks to particularly examine the veracity of this assertions in the modern era within the selected schools arguably the largest city in the South Sahara. This study sought to investigate the knowledge and availability of chemistry e-learning facilities for effective teaching and learning of chemistry in tertiary institution.

1.3 Objective of the Study

The main purpose of this study is to examine the knowledge and availability of chemistry e-learning facilities for effective teaching and learning of chemistry in tertiary institution. The specific objectives are to:

• To investigate the availability of e-learning facilities in effective teaching and learning of chemistry in tertiary institution.
• To determine the level of utilization of e-learning facilities by the teachers and students in effective teaching and learning of chemistry in tertiary institution.

1.4 Research Questions

The following research questions were raised for the study:

• What ICT resources are available to enhance e-learning in effective teaching and learning of chemistry in tertiary institution?
• To what extent are the ICT resources put to use in the advancement of e-learning in effective teaching and learning of chemistry in tertiary institution?
• What challenges confront the deployment of ICT towards E-learning effective teaching and learning of chemistry in tertiary institution?

1.5 Hypotheses the Study

The study was guided by the following research hypotheses:

• Ho1: there is no significant difference in availability of e-learning facilities between teachers and students in effective teaching and learning of chemistry in tertiary institution.
• Ho2: there is no significant difference in utilization of e-learning facilities between teachers and students in effective teaching and learning of chemistry in tertiary institution.

1.6 Significance of the Study

This study in its significance will reveal the impact of e-learning on academic performance of secondary school student. It would expose how far and well virtual learning have been imbibed and accepted by government secondary school student. It will enlighten the teachers on the need of stepping up their professional skills in order to adapt to this fast changing digitization in education. It will awaken the awareness of stakeholders, curriculum developers and education policy makers on the need to adopt the invention of educational technologies as strategies to enhance the effective use of virtual learning as a tool for instruction in schools. The study will also serve as a reference materials to both student and scholars who wishes to conduct further studies in related field.

1.7 Scope of the Study

The scope of this study borders on the knowledge and availability of chemistry e-learning facilities for effective teaching and learning of chemistry in tertiary institution. The study is however delimited to university of Lagos, Lagos state.

1.8 Limitations of the Study

During the course of the study challenges encountered were exclusively but not delimited to the following numerous. These are

Inadequate Finance:

The research was face with problem of inadequate fund which hinder the researcher from shuttering to Access Banks within Lagos more so in printing and collation of questionnaires.

Time Constrain:

Time factor pose another constraint since having to cope in this research which went simultaneously within the time schedule of other academic work making it impossible to undertake this study in large more representative skill.

1.9 Definition of Terms

E-learning:

E-learning describes the cognitive science principles of effective multimedia learning using electronic educational technology.

Virtual Learning:

Virtual learning is a learning experience that is enhanced through utilizing computers and/or the internet both outside and inside the facilities of the educational organization or conventional classroom setting. The teaching activities are carried out online whereby the teacher and learners are physically separated (in terms of place, time, or both).

Academic Performance:

Academic performance is the knowledge gained which is assessed by marks by a teacher and/or educational goals set by students and teachers to be achieved over a specific period of time

1.10 Organization of the Study

This research work is organized in five chapters, for easy understanding, as follows.

• Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
• Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
• Chapter three deals on the research design and methodology adopted in the study.
• Chapter four concentrate on the data collection and analysis and presentation of finding.
• Chapter five gives summary, conclusion, and recommendations made of the study.