Key Features:
Digital learning, gender difference
No of pages: 54
Abstract:
This research work considers the assessment of students’ readiness to digital learning in senior secondary schools of Lagos state, Nigeria. The study adopted the survey research method. A sample of 200 respondents was used for the study. The descriptive survey research design was used for this study. The research population adopted for this study was covered all public senior secondary schools students in Lagos. The research instrument adopted for the purpose of this study was the questionnaire designed for obtaining information on the research variables in the study. Four research question and two hypotheses guided the study. Both descriptive statistics such as mean and standard deviation were used to answer the research questions and inferential statistics as used to test the hypotheses. The findings of the study revealed among other this that there is positive disposition/perception of respondents towards digital learning. The study also revealed that there is no significant gender difference in perception and utilization of digital learning facilities among the students. The study therefore recommend that there secondary school administers should incorporate digital learning as part of the curriculum to enhance the interest of learners. Government should also show more commitment to digital learning by implementing the UNESCO recommendation of allocating 26 percent of total country annual budget to education and especially e-learning. This will facilitate the procurement of all the necessary instructional tools and provision of conducive environment for proper digital learning.
Table of Content:
Title page i
Certification ii
Dedication iii
Acknowledgements iv
Table of Contents v
List of Figures viii
List of Tables ix
Abstract x
CHAPTER ONE: INTRODUCTION
1.1 Background to the study 1
1.2 Statement of the problem 3
1.3 Purpose of study 4
1.4 Research questions 4
1.5 Research Hypothesis 5
1.6 Significance of the study 5
1.7 Scope and delimitation of the study 5
1.8 Limitation of the study 6
1.9 Operational definitions of terms 6
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Preamble 7
2.2 Theoretical Framework 7
2.2.1 Models of Digital Learning and New Philosophical Learning Models 7
2.2.2 Connectivism Theory 12
2.2.3 Conceptual Framework 15
2.3 Empirical Review 18
2.3.1 Overview of Students Readiness on Digital Learning 18
2.3.2 Students Perspectives on Digital Learning 20
2.3.3 Students and Institutional Readiness on Digital Learning 22
2.3.4 Determinants of Digital Learning 23
2.3.5 Cultural Context and Digital Learning Readiness 27
2.3.6 Assessing Students Readiness 29
CHAPTER THREE: METHODOLOGY
3.1 Preamble 31
3.2 Research Design 31
3.3 Population of Study 31
3.4 Sampling Procedure 31
3.5 Instrument of Data Collection and Validity 32
3.6 Method of Data Analysis 32
3.7 Limitation of the Methodology 33
CHAPTER FOUR: RESULTS AND DISCUSSIONS OF FINDINGS
4.0 Introduction 34
4.1 Demographic Information of the Respondents 34
4.2 Presentation and Analysis of Research Questions 35
4.3 Test of Hypothesis 38
4.4 Discussion of Finding 39
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 Summary 42
5.2 Conclusion 43
5.3 Recommendation 43
REFERENCES 45
QUESTIONNAIRE 52
Introduction:
The world has witnessed massive evolution both in development advancement and adoption rate for the digital technologies in daily human life (Zafiropoulos, 2010). The academic and learning institution is one area which has also seen such changes. An important aspect in successfully implementing instructional technology is user acceptance, which may be influenced a great deal by users’ attitude (Akcaoglu and Lee, 2016). Electronic learning (E-Learning) is one most famous technology being adopted in learning institutions as a teaching and learning platform and other various activities between teachers and students. The pace of change and the uncertainty about how transfer of knowledge will evolve has made it increasingly important for learning institutions to be aware of the students that participate in e-learning and to understand the roles of e-learning in transferring and exchanging knowledge (Hung and Chou, 2010).
Efforts to control the spread of the COVID-19 virus have affected all sectors of society worldwide, including the education system that switched to digital education or what was titled, emergency remote teaching (Hodges, Lockee, Trust, Bond, 2020). Despite already established digital learning platforms and the usually good technical equipment of students, it would be misleading to assume a general ability of the so-called “digital natives” to use technology in academic contexts (Zawacki-Richter, Müskens, Krause, Alturki,Aldraiweesh, 2015). The same is true regarding the acceptance of technology (Stephan, Markus and Gläser-Zikuda, 2019). Hence, in 2020, students are expected to do more than cope with a pandemic restrictions and the uncertainties that follow it; they must also contend with digital learning. Students need (likely better) technical equipment, relevant skills and tools for using hard and software, and for interacting virtually with their teachers and peers.
Buy Now
