Project Topic:
THE EFFECT OF E-LEARNING ON TEACHING OF MATHEMATICAL CONCEPTS IN SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The Internet has become one of the most important tools for instructors and students to share and acquire information for research and learning (Richard and Haya 2015). The use of the internet and other essential technologies to create learning materials, teach learners, and control courses in an organization is referred to as technology-based e-learning (Fry, 2014). There has been much discussion regarding what constitutes a common definition of the word e-learning. Existing definitions according to Dublin (2013) tend to reveal the researchers’ specialty and areas of interest. As a concept, e-learning encompasses a wide range of applications, learning methods, and processes (Rossi, 2015). It is therefore difficult to find a commonly accepted definition for the term e learning and according to Oblinger and Hawkins (2011) and Dublin (2013), there is even no common definition for the term. Holmes and Gardner (2016) In response to these inconsistencies, he stated that there may be as many definitions of the phrase “e-learning” as there are scholarly articles on the issue. Dublin (2013) In order to come up with a consistent definition for the word e learning, I asked the following questions: Is e-learning an online course for students who live far away? Is it referring to the use of a virtual learning environment to assist in the delivery of school-based education? Is it a web-based tool for enhancing, extending, and enhancing collaboration? or is it all online or a component of blended learning? (Dublin, 2011) The use of information and communication technology to enable access to online learning and teaching resources is referred to as e-learning. Abbad et al (2015) defined E learning as any learning that is enabled electronically in its fullest sense. They did, however, limit this definition to learning that is aided by the use of digital tools. Some scholars refine this term to include any internet-enabled or web-based learning (LaRose et al, 2017; Keller and Cernerud, 2012)
According to Maltz et al (2011), the word ‘e-learning’ is used in a variety of contexts, such as dispersed learning, online-distance learning, and hybrid learning. E-learning, according to OECD (2011) is described as the use of information and communication technologies in a variety of educational processes to support and enhance learning in higher education institutions, and includes the use of ICT as a supplement to traditional classrooms, online learning, or a combination of the two modalities. Also according to Wentling et al (2010) E-learning refers to the acquisition and application of knowledge that is primarily facilitated and transmitted through electronic means. To them, e-learning relies on computers and networks, but it’s likely that it’ll evolve into systems that include a range of channels, such as wireless and satellite, as well as technology like cellular phones (Wentling et al., 2010). In their literature review on definitions for e-learning, Liu and Wang (2015) The characteristics of the elearning process are primarily focused on the internet; global sharing and learning resources; information broadcasts and knowledge flow via network courses; and, finally, learning flexibility as a computer-generated environment for learning is created to overcome distance and time issues(Liu and Wang, 2015). Gotschall (2010) says that the concept of e-learning is founded on distance learning, which entails the delivery of lectures to remote locations via video presentations. Liu and Wang (2015) However, the advancement of communications technologies, notably the internet, has been said to have transformed distance learning into e-learning.
At all levels of Learning mathematics, there is a growing consensus that “mathematical concepts and comprehension” is a primary goal. However, there does not appear to be a comparable level of agreement on the meaning of mathematical concepts and understanding. The definitions of these phrases are unclear.
Mathematics has long been a vital part of the school curriculum. To excel in life, mathematics gives us with inductive and deductive knowledge to improve our creativity, modes of thinking, and even action. The current world’s material progress is the result of our mathematicians’ efforts to increase the quality of life by minimizing time, distance, and human effect. Prof.Joseph Dauhen “Mathematics is present in almost every aspect of our lives,” he said. It was pivotal in the development of modern technology, including the tools, materials, procedures, and power sources that make our lives and work easier.” Mathematics has advanced significantly in recent years, with new themes and concepts being introduced into school mathematics. To update mathematics teaching for more utility to students, new mathematical structures are introduced and a fresh strategy is taken. Mathematics was proposed as a compulsory subject for students at the school level by the Education Commission (1964-66). Secondary school is a crucial stage of education that acts as a transition between primary and secondary school. Mathematics is currently regarded as a very important subject for students. Mathematics is essential to science and technology. Incorporating E-learning into the teaching and learning of mathematical ideas is a significant barrier for secondary students and teachers at this point. In the process of integrating technology into educational activities, technology plays an essential role in the school sector. Technology might be considered the most effective technique to improve instructors’ and students’ mathematical understanding in secondary schools and at all levels of the Nigerian educational system. The inadequate facilities which include poor manpower, poor power supply and low or no knowledge of mathematics teachers to apply e-learning in teaching mathematical concepts in secondary schools has become a major challenge. This had lead to the poor performance of students in mathematics in secondary schools and colleges. Therefore this study centers on the effect of e learning on teaching of mathematical concepts in secondary schools
1.2 STATEMENT OF PROBLEM
The poor state of Nigeria’s educational system necessitates this study due to the lack of modern teaching–learning facilities and infrastructures for the teaching and learning of mathematical ideas, which has resulted in students’ poor academic performance in mathematics. The majority of schools in Nigerian schools lack the necessary audio-visual learning tools, and those that do are rarely used due to frequent power outages and, in certain cases, a lack of understanding on the side of mathematics teachers and students. For the teaching of arithmetic, schools previously relied on face-to-face classroom teaching and learning experiences, but the introduction of the technological age has brought along gadgets that can improve such encounters. To compensate for the challenges caused by this classical learning paradigm, various learning methodologies are being implemented. One of these has been e-learning, which has the ability to give chances for students to reflect on and integrate their mathematical learning results in the classroom. Because it is a realistic strategy that students may imitate to better learning outcomes, this approach when used gives students with adaptable individualized e-learning experiences. It includes the use of mobile technologies such as PDAs and MP3/MP4 players, as well as web-based teaching materials, computer rooms or web-sites, webinars, collaborative software, and other technologies that allow students to attend lectures without being physically there. Other collaborative packages include Mavins Beacon for students, e-mail, blogs, wikis, text chart, computer assisted assistant, educational animation, simulation, games, learning management software, and so on. This study centers on the effect of e learning on teaching of mathematical concepts in secondary schools
1.3 OBJECTIVES OF THE STUDY
The major purpose of this study is to examine the effect of e-learning on teaching of mathematical concepts in secondary schools. Other specific objectives of the study are:
1) To assess the level of e learning obtainable in the teaching of mathematical concepts in secondary schools
2) To examine the effect of learning on the academic performance of students in secondary schools
3) To examine the effect of e learning on the teaching of mathematical concepts in schools.
4) To examine the advantages and dis advantages of e learning in teaching mathematical concepts in secondary schools in Nigeria
5) To recommend ways of improving students’ academic performance in Mathematics with the use of ICT in teaching mathematics
1.4 RESEARCH QUESTIONS
1) What is the level of e learning obtainable in the teaching of mathematical concepts in secondary schools?
2) What is the effect of e-learning on the academic performance of students in secondary schools?
3) What is the effect of e learning on the teaching of mathematical concepts in schools?
4) What are the advantages and dis advantages of e learning in teaching mathematical concepts in secondary schools in Nigeria?
5) What are ways of improving students’ academic performance in Mathematics with the use of ICT in teaching mathematics?
1.5 RESEARCH HYPOTHESES
Hypothesis 1:
HO1: E-learning has no significant effect on the teaching of mathematical concepts in secondary schools
HA: E-learning has a significant effect on the teaching of mathematical concepts in secondary schools
Hypothesis 2:
HO1: There is no significant relationship between e-learning and the academic performance of secondary school students in mathematics
HA: There is a significant relationship between e-learning and the academic performance of secondary school students in mathematics
1.6 SIGNIFICANCE OF STUDY
This study has great significance. First of all, the study findings will provide knowledge and information on the impact of E-learning on the teaching of mathematical concepts in secondary schools. It will also provide knowledge and guidelines that may be of help to policymakers. The research is of importance to planners, implementers and recipients of the curriculum to the effect that it could enhance students’ academic performance in various academic disciplines. Application of ICT-based teaching and learning in an interactive manner stimulate students’ interests to acquire knowledge and apply the acquired knowledge in solving practical life social and economic problems.
1.7 SCOPE OF THE STUDY
The scope of this study is on the effect of e-learning on teaching of mathematical concepts in secondary schools
1.8 LIMITATION OF STUDY
Financial constraint- Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
Time constraint- The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.
1.9 DEFINITION OF TERMS
E-learning: involves use and application of information and communication technologies (ICT) to aid learning
Academic performance: Students efforts as measured by school grades
Information and Communication Technology (ICT): is the infrastructure and components that enable modern computing.
Mathematics: Mathematics (from Greek: μάθημα, máthēma, ‘knowledge, study, learning’) includes the study of such topics as quantity (number theory), structure (algebra), space (geometry), and change (analysis). It has no generally accepted definition
Concepts: A concept is a thought or idea. … It’s a general idea about a thing or group of things, derived from specific instances or occurrences. It often applies to a theoretical idea in science: Einstein’s contribution to the concept of relativity.
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