PERCEIVED IMPACT OF VIRTUAL LEARNING PLATFORM ON LARGE CLASS ISSUE AMONG EDUCATION STUDENTS IN FEDERAL UNIVERSITY DUTSIN-MA, KATSINA STATE, NIGERIA

Matthew Adetayo Omiola, Ibrahim Tukur, Gidado Lawal

Abstract


 

 

This study assessed the impact of virtual learning platform in addressing the issue of large class as perceived by education students in Federal University Dutsin-Ma Katsina State. The target population was all seven hundred and thirty-two (732) three hundred level education students at the Faculty of Education in Federal University Dutsin-Ma who registered for Educational Technology course. Three hundred and sixty-six participants were randomly selected using simple random sampling technique from the total population. Researchers’ designed questionnaire was used to elicit responses from the respondents. The validation of the instrument was done by two lecturers in the Faculty of Education in the Federal University Dutsin-Ma, Katsina State. The instrument was pilot-tested using 20 students who are not part of the main study. The instrument reliability was established by using Cronbach Alpha and the value obtained are: Section A = 0.78; Section B = 0.75 respectively. The data collected were analyzed using descriptive statistics of frequency counts and percentages as well as inferential statistics of t-test. The findings of the study revealed that the respondents agreed that virtual learning could be used to ease the issue of large class during teaching/learning activities in tertiary institutions. The finding also confirmed that the respondents preferred virtual learning resources for addressing the issue of large class in the process of teaching/learning activities in the tertiary institutions. The findings showed no differences in the perceived benefits of using virtual learning in addressing the issue of large class based on gender. It equally revealed no significant differences in the preference of virtual learning in addressing the issue of large class based on gender. Based on these findings, it was recommended that the proprietors at all levels should encourage the use of virtual learning in the tertiary institutions by making adequate provision to fund it.


 

Keywords: Perception, Tertiary, Institution, Virtual Learning, Dutsin-Ma, Educational Zone

 


Full Text:

PDF

References


Bandiera, O.; Larcinese, V. & Rasul, I. (2009). Heterogeneous class size effects: new evidence from a panel of University Students. C.E.P.R. CEPR Discussion Papers: 75-82.

Bello, A. (2020). Impact of e-learning on academic performance of upper basic students in basic science and technology in Kaduna State. FUDMA Journal of Educational Foundations (FUJEF), 3(2), 197 -209.

Correa, H. (1993). An economic analysis of class size and achievement in education. Education Economics, 1(2), pp. 129-35

Jarmon, L. (2011). Homo virtualis: Virtual worlds, learning, and an ecology of embodied interaction. International Journal of Virtual and Personal Learning Environment 1(1). 38-56.

Kokkelenberg, E. C.; Dillon, M. C. &, Sean, M. (2008).The Effects of class size on student grades at a Public University. Economics of Education Review, 27, (2), pp. 21-33.

Lazear, E. (2001). Educational production. Quarterly Journal of Economics, 116(3), pp.

-803.

Olibie, E., Ezoem, M. & Ekene, U. (2014). Awareness of virtual learning among students of two Nigerian universities: Curriculum implications. International Journal of Education Learning and Development 2(1), 34-48.

Omiola, M. A.;Bishir, H.; Nasir, A. A.; Ibrahim, A.; Abdullahi, A. & Umar, A. A. (2021). Perception of tertiary institution students towards the use of e-learning resources for learning and research in academic libraries in Dutsin-Ma Metropolis. A project submitted for the award of Diploma in Library and Information Science at the Department of Library Science, Federal University Dutsin-Ma, Katsina State.

Omiola, M.A & Ojeleye, A.A (2020). Assessment of secondary school students preference among e-learning, m-learning and d-learning during covid 19 pandemic experience in Nigeria. FUDMA Journal of Educational Foundations (FUJEF), 3(2), 114 -121.

Oye, N. D., Lahad, M. & Rahim, A. (2012). The impact of e-learning on students’ performance in tertiary institutions. IRACST – International Journal of Computer Networks and Wireless Communications (IJNWC) 2(2), 122-130.

Pelet, J. E. & Lecarte, B. (2013). Virtual worlds as the next asset of virtual learning environments for students in business. International Journal of Virtual and Personal Learning Environments 3(2), 59 – 76.

Richard, G. (2019). Class Size Definition. UK: Hachette at edglossary.org.

Schutt, S. & Linger, D. (2013). We learn as we go: what five years playing with virtual worlds has taught us. International Journal of Virtual and Personal Learning Environments 4(2), 124-136.


Refbacks

  • There are currently no refbacks.


Copyright ©  2022. KWASU International Journal of  Education (KIJE) All Rights Reserved. 
ISSN: 2384-6801 (ONLINE & PRINT) 

Powered by Myrasoft Systems Ltd.(http://www.myrasoft.ng)