Colleges of Education Lecturers’ Awareness of E-Learning Technologies for Teaching Social Studies in Kwara State

Abdulkareem M. I., Kareem I. A.

Abstract


This study examines the perceptions of lecturers in colleges of education regarding their awareness of e-learning technologies for teaching Social Studies in Kwara State, Nigeria. The population consisted of all Social Studies lecturers in the country, with a sample size of 71 respondents purposively selected from public and private colleges of education in Kwara State. The researchers developed a questionnaire titled "Perception of Colleges of Education Lecturers on Awareness of E-learning Technologies for Teaching Social Studies in Kwara State," which was validated by six experts from the Computer Science and Social Sciences Education Departments at the University of Ilorin. The instrument demonstrated a reliability coefficient of 0.85 using the Cronbach’s Alpha formula. Data analysis involved calculating means and standard deviations for research questions one to three, while ANOVA statistics were employed to test hypotheses one and two. The findings indicated no significant difference in Social Studies lecturers' qualifications regarding their awareness of e-learning technologies in colleges of education in Kwara State. However, there was a significant difference in their level of experience with e-learning technologies. The study suggests that college of education administrators should introduce courses that incorporate e-learning technologies into the teaching platforms for lecturers.


Full Text:

PDF

References


Amaka, C. O. (2018). Supporting higher education in Nigeria with web 2.0 applications for lifelong learning and sustainable development. Journal of Educational Media and Technology, 23 (1), 173-186

Conradie, P. W., Lambard, A. & Moller, M. (2013). Learners’ perception of mobile devices for learning in higher education: Towards a mobile learning pedagogical framework. World Academy of science, Engineering and Technology; 7(3), 514-519. https://repository.nwu.ac.za

Dilworth, J. (2005). The Reflexive Theory of Perception Behavior and Philosophy. Cambridge centre for behavioural studies

Emmanuel, C. N., Chiaka, A. O. & Edna, N.O. (2014). Integration of information communication technology in the curriculum of Federal Unity Schools in Nigeria: Implication for learning. Greener Journal of Educational Research 4(4), 91 -98. https://www.semanticscholar.org

Ezegbe, B. N. & Nwaubani, O. O. (2009). Resource status of the Universal Basic Education (UBE) as perceived by JSS Social Studies teachers in Nsukka local government area of Enugu state: Implications for the implementation of Education for all (EFA) Goals, World council for curriculum and instruction Journal, Nigeria chapter 7 (1), pp 25- 37. https://www.rsisinternational.org

Ezudu, S. A. & Ezegbe, B. N. (2005). Nigeria Tertiary Social Studies Programme: implications for sustainable national development. In Eze, D. N. (Eds.) & Onyegebu, N. (Eds), Knowledge Generation and Dissemination; Issues and Challenges in Nigeria Universities, Nsukka. trust publishers.

Federal Ministry of Education (2020). Education. https://education.gov.ng

Federal Republic of Nigeria (2014). National Policy on Education (6th Ed.) NERDC Press

Global Partnership for Education (2021). Benefits of education. www.globalpartnership.org

Henry, R. H. & Neal, R. S. (1999). Technology Interactions. Glance/McGraw Hill https://www.tutorialspoint.com/computer_fundamentals/computer_applications.htm

Ibrahim, T. (2018). Perception of colleges of education students on the utilization of mobile applications for learning in North-central, Nigeria. (Unpublished Ph. D. thesis) department of Educational Technology, faculty of Education, University of Ilorin, Ilorin, Nigeria

Junaid, M. I. (2012). Nigeria certificate in education, minimum standards. National Commission for Colleges of Education

Lanahan, B. & Yeager, E. (2008). Practicing teachers as elementary Social Studies methods instructors: Issues in preparing preservice elementary teachers. Social Studies Research and Practice Journal, 3, 10–27. https://ufdcimages.uflib.edu

Moshood, B. L., Ayodeji, P. I., Mamudu, G. K. & Lesi, B. O. (2007). Nigeria Social Studies pre-service teachers' attitudes and readiness for digital technology in teaching and learning. Journal of Education and Practice. 8(17). https://core.ac.uk

Nannim, F., Balarabe, Y. & Gital, A. (2018). Lecturers’ level of awareness of ICT facilities for teaching purposes. African Journal of Science, Technology and Mathematics Education 4(1), www.researchgate.net

Paul, N., Alber, A. Q., Brandford, B., Valentina, A. (2017). The awareness and use of electronic learning platforms: A case of a developing country. www.researchgate.com

Sahin, I. (2008). From the social-cognitive career theory perspective: A college of education faculty model for explaining their intention to use educational technology. Journal of Educational Computing Research, 38(1), 51-66. https://journals.sagepub.com

Termit, K. R. S. & Samli, C. (2014). Teacher readiness on ICT integration in teaching-learning: A Malaysian case study. International Journal of Asian Social Sciences, 4(7), 874-885. https://www.scirp.org

Vidyadevi, P. (2014). Applications used in e-learning. Research Journal for Humanity Science & English Language,1(II). www.srjis.com.


Refbacks

  • There are currently no refbacks.