Differential Effects of Synchronous Virtual E-Learning and Conventional Strategies on Academic Achievements in Basic Technology Curriculum Implementation in Ibadan, Nigeria
The choice of appropriate instructional strategies remains a crucial factor in the delivery of a curriculum and on the learning outcomes of the recipients. Despite the instructional efforts by teachers of basic technology in Nigerian secondary schools to effectively instill in learners basic technological skills, the inadequacies in the teaching methodology are still a perennial problem. This study, therefore, examined the differential effects of synchronous virtual e-learning and conventional strategies on secondary school students’ academic achievement in basic technology curriculum implementation. The study adopted a quasi-experimental pre-test and post-test design was adopted. A total of 100 junior secondary school III basic technology students participated in the study. The study findings established that there were significant differences between the students taught with Synchronous Virtual E-Learning Strategy (SVE-LS) and those taught with a Conventional Strategy (CS) (SVE-LS – x=38.50; CS – x=26.61; F2, 95=456.632, P<.05). It was recommended that Synchronous Virtual E-Learning Strategy should be used in teaching basic technology.
Adesoji, F. A. (2008). Students’ ability level and their competence in a self-directed problem-solving task. Ife Journal of Curriculum Studies and Development, 1, 50-61.
Anaele, E. O. & Virgil, P. T. (2010). Effect of information and communication technology (ICT) on the performance of students in introductory technology. 15(1), 1-7
Ann, E. U., Sobowale, M. F., Nsofor, C. C., Oboh, C. O., Tukura, C. S. & Kurta, I. I. (2010). Individualized learning method, a strategy for achieving viable technology education among federal university of technology students in Minna, Niger State, 8(1), 64-71
DeSantius, C. (2003). What is e-learning? Retrieved from http://e-learners.com.elearning/g/ase
Ekhasemombe, J. (2010). Effect of guided discovery learning on students’ achievement in financial accounting in colleges of education in Edo State. M. Ed. Thesis. Department of Vocational Teacher Education, University of Nigeria.
Enyi, E. S. (2004). Introduction to teacher education Enugu: JTC Publishers.
Hedge, N. & Haward, I. (2004). Reading roles. University e-learning contribution to lifelong learning in networked world. Retrieved from www.nationamarter.com
Iji, C. O. (2007). Actualizing mathematics achievement and retention among primary school pupils using interactive logo programming package. ABACUS. Journal of the Mathematical Association of Nigeria, 35(1), 80-90.
Kadelu, S. O. (2016). Effect of blended and virtual e-learning strategies on students’ academic performance in business studies. M.Ed. Dissertation, Department of Vocational and Technical Education, Tai Solarin University of |Education, Ijebu-Ode, Ogun State, Nigeria. Xi+181pp.
Kulik, J. A. (2006). Meta-analysis study of findings on computer-based instruction. Technology Assessment of Education and Training. Hillsdale.
Ogumogu, E. A. (2015). Secondary school teachers’ perception of the use of information and communication technology (ICT) in the classroom. Journal of Educational Studies and Management, 5(1&2), 126-132.
Osakwe, R. W. (2012). Challenges of information and communication technology (ICT) education in Nigeria public secondary schools. Education Research Journal, 2(12), 388-391.
Oyelekan, O. S. (2008). An overview of the status of information and communication technology (ICT) in the Nigerian education system. The African Symposium, 8(2), 8-14.
Paris, P. G. (2004). E-learning. A study on secondary school students’ attitude. Forward On-line Web- assisted learning. International Education Journal, 5(1). Retrieved from http://iej.cibinata8
Phillips, D. (Ed.) (2000). Constructivism in education. Chicago: University of Chicago Press.
Tiamiyu, A., Longe, N., Ogunsola, O. & Olatokun, S. (2012). Towards an Online bachelor of information science degree programme in a Nigerian university: Part 2—Lessons from a market survey. Education for Information. OS Press. 29 (2), Pg. 121-145.
Ugwoke, E. O. (2011). Competency needs of business education teachers for effective e-learning instructional delivery in universities in south east Nigeria. In N. Onyegegbu & U. Eze (Eds.). Optimizing e-learning opportunities for effective education service delivery. University of Nigeria, Nsukka.
Wali, A. (2005). Newsbrief ICT in teacher education. In ADEA in collaboration with the federal ministry of education. Retrieved from www.adeanigeria.org/conferencenewsbrief.