Effects of E-Learning on Students Achievement and Interest in Science and Technology

Abstract

The purpose of this study was to examine the effects of E-learning on Junior Secondary School student's achievement and interest in science and technology. Two research questions were posed and two hypotheses formulated to guide the study. Quasi-experimental (Non-equivalent control group design) was used for the study, which was carried out in Minna Education Zone of Niger State. The sample used for the study was two hundred and seven (207) male and female JSC1 students randomly selected from one intact class each of the four coeducational schools in Minna through balloting. The instruments used for the study were the Achievement Test on Science and Technology (ATST) and Interest Inventory on Science and Technology (IIST). Two lesson plans and a marking guide were developed for the study. The test items, lesson plans and marking guide were all validated by experts in Science and Technology education. The inter-rater reliability coefficient of the ATST was found to be 0.96, while the internal consistency was found to be 0.80. Also, the coefficient of stability for the ATST and the IIST were found to be 0.91 and 0.92 respectively. Means and Standard deviations were used to answer the research questions, while the Analysis of Covariance (ANCOVA) was adopted in testing the hypotheses at P<O.OS probability level. The findings of the study showed that students taught Science and Technology using the e-Learning strategy achieved significantly higher than those taught science and technology using the conventional strategy. Also the interest of students taught science and technology using the e-Learning strategy improved significantly than those taught using the conventional teaching method. Based on the findings of this study; it was recommended that serving teachers be trained in current innovative teaching-learning strategies such as e-learning strategy through workshops, seminars, conferences and in-service programmes. Enough classroom practice activities should be given to students regularly during lesson, to enhance their mastery of the content being taught.