Project Materials

UTILIZATION AND EFFECTIVENESS OF THE ZOOM APP IN TEACHING AND LEARNING ECONOMICS IN TERTIARY INSTITUTIONS (A CASE STUDY OF UNILAG)

Chapter one

INTRODUCTION

1.1 Background of the Study

The utilization of Information and Communication Technology facilities for teaching and learning process became an alternative as almost all the nations of the world faced the challenges of COVID-19 pandemic in the year 2020.

This became necessary in order to implement social distance as a crucial preventive step against the spread of the fatal virus. Nonetheless, information and communication technology (ICT) has transformed education delivery. This is due to the benefits associated with the use of Information and Communication Technology in education.

Okenwa (2008) supports this viewpoint, claiming that the use of Information and Communication Technology (ICT) has accelerated the development of communication and multimedia devices capable of accepting and processing data into information, as well as storing both data and information for future use and reference.

ICT also allows students and teachers to engage with one another via Zoom cloud application technology, providing faster and easier access to more comprehensive and current information (Chipunza, 2013).

As previously said, Zoom cloud technology is a cloud-based video conferencing service that includes features such as online meetings, group messaging, and secure session recording.

According to Achibald and Barnald (2018), zoom cloud enables real-time communication with geographically scattered people using computer systems, tablets, or mobile devices.

Unlike many other technologies, Zoom Cloud offers a number of additional perks that increase its potential instructional delivery utility.

According to Braun, Clarke, and Grey (2017), one of the most important advantages of Zoom Cloud is its ability to securely record and save sessions without the use of third-party software.

Other critical security features include user-specific identification, real-time conference encryption, and the ability to back up recordings to an internet distant server network, which may then be safely shared for collaboration (Davitti, 2019).

Zoom cloud meetings are a very useful alternative application for virtual conferences that allow for engagement with a large number of people without establishing direct contact and can fulfil learning expectations in today’s digital age (Pratiwi, Afandi, & Wahyuni, 2019).

This application is used for video conferencing rather than in-person meetings in the classroom. It is compatible with computers, laptops, Android devices, and mobile phones. So for the students that do not have laptop, they can utilize their smart phone to participate in online class.

The Zoom meeting tool is extremely handy for talking remotely; all instructors’ explanations may be transmitted instantly without the need to meet physically.

Zoom encourages talks between professors and students, as well as among students, through direct engagement with video conferences, which is supported by zoom features such as raise hand and group messages, to ensure that if there are sound issues, students can be assisted using the accessible chat tools.

Some Zoom capabilities enable professors to supply and evaluate four language skills through full interactions with Economics students, as well as communicate the value of information in a variety of methods (Guzacheva, 2020).

Zoom cloud meetings genuinely improve the learning process in the challenging situation of the current epidemic, as well as providing students with access to information and communication during the learning method.

Previous studies on using Zoom cloud meetings have been conducted. Shadat, Sayem, Taylor, Mcclanachan, and Mumtahina (2017) discovered that employing Zoom for remote learning for engineering students is more participatory, creates complete fulfilment, and gives positive learning experiences.

Zoom’s revolutionary approach improves learning outcomes significantly for various student groups. The classroom action research concerning e-learning model with zoom application to enhance the capability of giving strengthening skills in mathematics learning was carried out to the fourth semester students of mathematics education study program Bengkulu University.

The result suggested that the lecturer tasks in the teaching learning process with e-learning model with zoom application remained in a great category, and the students’ activities improved and the ability to

Nonetheless, researchers such as Crompton (2013) and Cohari (2013) discovered that improper usage of zoom cloud technology in teaching and learning might produce disorientation and cognitive overload, potentially disrupting rather than enhancing learning.

Despite the potential drawbacks of misusing zoom cloud technology and teaching and learning in the Economics classroom, studies by Chipunza (2013) and Mbah (2016) have validated that using zoom cloud technology in the classroom would certainly provide teachers with a much more efficient method of transferring knowledge and information to students, as well as allow students to learn in a much more productive manner.

Nonetheless, these are theoretical notions that have not been empirically demonstrated to be true among Nigerian economists. This study intended to explore the use and usefulness of the Zoom app in teaching and learning Economics in tertiary institutions, utilising the University of Lagos (UNILAG) as a case study.

1.2 Statement of The Problem

The problems of education remain numerous and increasingly complex, necessitating an appropriate contribution of thought to overcome them. As educators, we cannot remain silent in the face of these issues.

As educators, we may solve the difficulty to the greatest extent possible through writing, conversation, or hands-on experience in the teaching and learning process.

So learning and teaching are more than just conversations; they take on a tangible form. To address the online learning model, the instructor or lecturer must understand the application model that enables online learning activities.

Of course, the application chosen by the teacher has also been mastered by the students, so that the learning process runs smoothly.

In addition, another problem that needs attention is that students will also experience difficulties in conducting consultations with teachers, especially in Economics as it is a course that is considered to require deeper explanation and understanding.

To address this, employing the Zoom app to carry out online learning activities that allow instructors to connect and communicate more effectively becomes vital.

It is on this point that this study attempts to evaluate the utilization and effectiveness of the zoom app in teaching and learning Economics in tertiary institutions by using University of Lagos (UNILAG) as a case study.

1.3 Objectives of the Study

The primary goal of this research is to explore the use and usefulness of the Zoom app in teaching and learning Economics in tertiary institutions, utilising the University of Lagos (UNILAG) as a case study. However, the specific aims include:

i) To identify the roles of the Zoom app in online teaching and learning.

ii) To determine the impact of Zoom app online teaching and learning on students’ academic achievement.

iii) To understand the effect of the Zoom app on the teaching of Economics.

iv) To identify the challenges of using the Zoom app for teaching and learning.

1.4 Research Questions.

The research questions for this study are as follows:

i) What are the roles of the Zoom app in online education and learning?

ii) Is there a relationship between Zoom app online teaching and learning and student academic performance?

iii) How does the Zoom app affect the teaching of economics?

iv) What are the obstacles of using the Zoom app for teaching and learning?

1.5 Research Hypotheses.

The research hypotheses that will lead this investigation are as follows:

i) There is no substantial link between Zoom App online teaching and learning and students’ academic performance.

ii) There is no substantial link between the Zoom app and teaching Economics.

1.6 Significance of the Study

This study examines the use and usefulness of the Zoom app in teaching and learning Economics in tertiary institutions, utilising the University of Lagos (UNILAG) as a case study.

By conducting this study and evaluating the findings, the researcher is able to make practical recommendations to instructors, educationalists, students, and other researchers.

This study urges teachers to employ technology and current teaching methodologies in Economics classrooms. As a result, they will reevaluate lesson plan design and include technology into economics education.

Furthermore, this research assists educators in developing a curriculum that promotes technology for a better learning experience for Economics students at the institution, as well as creating a comfortable environment for students.

Furthermore, this study may assist students in recognising the complexities of economics and discovering new techniques to identify their weaknesses in order to increase their willingness to learn.

Finally, future researchers and scholars in the field will use this study to enhance the methods of integrating technology into education to meet the diverse demands of students in the learning environment, particularly at the University of Lagos (UNILAG).

1.7 Scope of The Study

This study looks into the use and usefulness of the Zoom app in teaching and learning Economics at tertiary institutions, utilising the University of Lagos (UNILAG) as a case study. As a result, this study will be conducted strictly among UNILAG Economics students at all levels.