ABSTRACT

This study focused on the impact of e-learning on academic performance.
The studyrelates to a level one
undergraduate module delivered using traditional lectures and e-learning based methods. E-learning has
been revealed in this study not to have a positiveimpacton academic
achievement contrary tothe
expectations of this study.

The paper also examines the data for the presence of interaction effectsbetween e-learningstudyhoursandsocio-demographiccharacteristics.Thisisundertakentoidentify
whether or not personal-characteristic-related learning style differences
influencethe extent to which
students benefit from e-learning. It is found that, after controlling forother factors,female students benefited lessfrom e-leaning material than their malecounterparts.

The methodology that was employed in this study was systematic random
sampling forstudentsundertraditionalstudymodeandpurposivesamplinginidentificationofstudentsunder the e-learning studymode.

Itisconcludedthatinordertoimproveteachingeffectivenessandacademicachievement, higher education should consider aiming to develop
e-learning teachingstrategiesthatencouragegreaterengagementandalsotakeintoconsiderationthedifferentlearning stylesfound withinthe
studentbody.

The study recommends that critical factors such as institutional issue,
management issue,pedagogical
factors, technological issue,interface
design issue,evaluationissue, andresource support issue and the factors within each issue have
not yet been investigatedwith detail
coverage. It further suggests that there is need to carry out detail researchinvolvingcasestudiesbasedonsurveyquestionnairesinvolvingvariouslearninginstitutions which will ultimately give a
better understanding of impact of e-learningaspectswithinimplementation process.

CHAPTER ONEINTRODUCTION

1.1  BackgroundoftheStudy

Educationisakeyfactorforsustainabledevelopment(Chimombo2005).Thesignificance of education, especially in
developing countries, is increasing because ofprogressing pressure to catch up with the developed world regarding, for
example, globalcompetitiveness(Hawkins2002).Predictably,educationalsettingsaredifferentindeveloping countries than
in developed countries, such as low quality of education andnarrow possibilities in attending schools
in rural areas because of far distances and highopportunitycosts(Ibid2005).Chimombo,2005opinesthatcountry-specificcircumstances have to be improved
regarding compulsory and free education to fostergeneral access to education. In Article 26 of the 1948 UN universal declaration of humanrights the right of obligatory and
free education for everyone is already committed (UNHumanRights 1948).

Every year, more of the world’s people become connected to the network,
its bandwidthincreasesanditsusebecomesmoreintegratedtoallthathappensintheglobe.Connectivity
to this network has becomes key to opportunity, success and fulfillment forindividuals. Nigeria has defined a
national ICT policy with a view of creating an e-enabledand knowledge-based society by the year 2015. Just like the
technology has changed theworld,it is now changing the learning and
teaching environment.

A broad range of learning approaches exists already, for example,
e-learning, blendedlearning(Maier,2007),anddistancelearningwhichutilizeinformationandcommunication technology (ICT). The use of
ICT can benefit, for example, students inrural
areas by having themattend classes as
distance learners and motivating them tolearn
like the “Group Learning Sets” (GLS) initiative offers. Regarding this, the
potentialofe-learningseemsveryassuring,butbecauseofgapsbetweendevelopedanddeveloping countries knowledge transfer isnot onlydifficult but alsocostly.

E-learning denotes the use of ICT by teachers and learners. Schmidt 2005
holds that e-learningconsistsofconventionaltraining,such  ascourses,ad-hoctraining,selectedlearning objects, formalization through document collections and
community formationwhichcan be achieved viasocialsoftware.

According to case studies, there are already a number of e-learning
programs offered indevelopingcountries(Kohnetal.2008).Theseprogramsaredevelopedbyvariousnational and international initiatives,
for example, the group learning sets initiated byComputer Aid International in collaboration with University of
Jos. The growth of e-learningprogramsaccordingtoLockwoodandGooley,2002isdrivenbytheneedforandpotentialofprovidingeducationinlessexpensiveways,increasedaccesstoinformation, effective learning and
greater flexibility.

Stephenson,2001positsthatthereislittlesystematicresearchintotheoveralleffectivenessofe-learningasalearningmediumdespitethegreatinterestinit.He

acknowledges that while there is much more work to be done, a variety of
e-learningcourses aimed at making
sustainable development a reality have been developed anddemonstrate how e-learning can reach
thousands if not millions of minds and potentiallyplantthe seedsof change.

Fry2000andWildetal.2002describeE-learningasthedeliveryoftrainingandeducation
via networked interactivity and distribution technologies. Other authors
notablyRoffe, 2002; Schank, 2002;
and Sambrook, 2003 see e-learning simply as learning andcommunication exercises across computers and networks or for
that matter any otherelectronicsources.

Khan (2005) pointed that E-learning has been described in various ways as
learning usinganumberofdifferenttechnologiesandmethodsfordeliverye.g.ComputerBasedTraining
(CBT), Internet-based training (IBT), Web-based instruction (WBI), advanceddistributed learning(ADL), distributed
learning (DL), distance learning, online learning(OL),mobilelearning(orm-learning)orremotelearningandlearningmanagementsystems(LMS).

In the 70s and 80s distance learning became popular and was done via mail
until the riseof Internet usage. In
late 90s the digital learning environment was heightened and WorldWide Web started as a distributed learning
mechanism to support on campus student anddistancelearners.Withtheuseofthisdeliverytechnologylearnerscangetarangeof

resources like discussion forums, multimedia, chat, video conferencing
and electronicblack boards (Gulatee
and Combes, 2007).

In E-learning system, students are able to interact anytime from wherever
with differentinstructionalmaterial(text,sound,pictures,videoandsoon)throughInternet.Inaddition, learners can communicate with
teachers and classmates both individually and asa group discussion with the use of message boards, instant
message exchanges and videoconferencing(Al-Ammari and Hamad,2008).

Khan (2005) suggests that e-learning system is used for an open,
flexible, and diverse E-learningenvironment.MoreoverE-learningsystemcanbeanalyzedasaninventiveapproachfordelivering,learner-centered,interactive,andfacilitatedlearningenvironment to anyplace, anyone, anytime by utilizing the features andresources ofdifferent digital technologies along with other types of
learning materials suited for anopen,
distributed, and flexible learning environment(Ibid, 2008).

Computer Aid provided over 1,500 PCs to University of Jos. Many of these
computersare being used for the
university’s cutting edge e-learning project, which is enabling ruralstudents to pursue university courses
remotely. University of Jos has made its coursesaccessibletopeoplelivingandworkinginthosecommunities.Inparticular,theuniversity
is targeting people who are already engaged in work that is vital to the socialandeconomicdevelopmentofruralandmarginalisedareas.These‘keyworkers’include

nurses, teachers, entrepreneurs and agricultural advisors. The University
is encouragingstudentstostudytogetherandbenefitfromeachother.Inordertofacilitatethiscollaborative
learning, the University through the help from ComputerAid further put inplace mechanism of providing students with
computers.

1.2  ProblemStatement

The importance of education is increasing because of increasing pressure
to catch up withthe developed
world regarding, for example, global competitiveness (Hawkins 2002).Beforetheintroductionofe-learningmanypeoplewhowantedtoobtainuniversitydegree had to compete for the few places that were offered by
the public universities.Those offered
places had to apply for study leave as they had to go through the traditionallearning system. This kind of further
education system was characterized by limitednumber of students that could be absorbed per an academic year and
consequent removalfromtheir places of workfor the durationof their study.

From the reviewed literature, it can be deduced that there seems to be no
research studiesonthejointcontributionsofe-learners’socio-demographic,hoursspentonline/offlineand prior computer skills variables to their academic
performance. Whereas, researchersandtheorists(Coldeway,1986;Calvert,1986;Garrison,1987;Kumar,2001)havestressedtheneedforacomprehensiveapproach,takingintoaccountalltheexperiencesof e-learners as well as the unique aspects of e-learning
environment. In addition, it hasalsobeenobservedthatlittleresearchhasbeendevotedtoexploringfactorsthatpredict

the academic performance of e-learners (Cookson, 1989) while those that
even existconcentrated largely on
demographic correlates as a component in their studies (Kumar,2001).

Severalstudieshavebeencarriedoutonacademicperformanceespeciallyonconventionalstudents,butnotmuchone-learningstudentswithintheNigerianeducationalsystem.Theneedtoseverthisgroundsoastoextendthefrontierofknowledge in order to help
improve the unimpressive e-learners’ academic performancenecessitates and serves as the motivating
factor for undertaking the present piece ofresearchsoas
to fill the existing important research gap.

This study sought to establish whether the “Group Learning Sets” offer
its beneficiariesability to develop
the associated concepts; does e-learning help the students improve theirgrades, skills, values, procedures and
technology necessary to apply in their jobs. Thestudy endeavored to answer the following questions, what role
does prior computer skillsplay in
improving student’s performance: In so doing, the study sought to measure theability of the students to use e-learning
tools such as internet/intranet, computers, andsoftware for particular purposes. What is the role of personal
characteristics on academicperformance?
To measure personal characteristics the study sought to identify variablessuch as gender, students with special
needs, gifted students, and religion these helped theresearcherknowsuchpersonalissuesthatmayinfluenceastudent’susageandacceptance of the technology as may be
informed by individual’s socialization. Lastly,whatis the impactof hours spentonline/offline has onstudents?

1.3  ResearchQuestions

i.       
Towhatextentdo priorcomputerskillsplayinacademicperformance?

ii.      Towhatextentdosocio-demographiccharacteristicsinfluenceacademicachievement?

iii.    Towhatextentdoesthelevelofengagement(hoursonline/offline)inthee-learning
process affect academic achievement?

1.4  ObjectivesoftheStudy

1.4.1  General
Objective

The general objective of this study was to establish the impact of e-learning
on academicperformance

1.4.2  SpecificObjectivesoftheStudy

i.       
Toestablish therole priorcomputer skillsplay
academicperformance.

ii.      Todeterminetheimpactofsocio-demographiccharacteristicsonacademicachievement.

iii.    Toestablishtheimpactofnumberofhoursspentonline/offline(Timemanagement) on academic achievement.

1.5  JustificationoftheStudy

Web Based Training and its newer and more general synonymous term
e-Learning aretwo of today’s
buzz-wordsinthe academic world.Decision-makers
associate with itsnew ways of
learning that are more cost efficient than traditional learning strategies andwhichallowstudentstobettercontroltheprocessoflearningbecausetheycandecide

when,whereandhowfasttolearn.Theemergenceofe-leaninghastremendouslytransformed information – handling and
management in academic environments (Ani andAhiauzu, 2008). A number of e-learning initiatives have been put in
place to assist in thedevelopmenttraininganduseofelectronicresourcesinanumberofacademicinstitutions.

These initiatives notwithstanding, some inadequacies in the development
provision andutilizationofelectronicresourceshavebeenidentifiedinanumberofacademicinstitutions. A number of studies have been made with a view to
proffering solutions toproblems
encountered in the development of electronic information resources. However,little or no efforts have been recorded in
the identification of influence and impact of e-learningonacademicperformanceofstudentinhigherlearninginstitutions.Astheuseof
e-learning is becoming more and more widespread in higher education it has
becomeincreasingly important to
examine the impact that this teaching style has on studentperformance. This study will therefore
help add information on the role of e-learning onacademic performance.

1.6  SignificanceoftheStudy

The present study has great significance. First of all, the study
findings provide an ideaaboutthee-learningaspectsandacademicperformanceinordertoprovidekeyinformation
to further research work in such areas. In the same way, the study providesknowledgeandguidelinestothatmaybeofhelptopolicymakers.Theresearchis

thereforeofimportanceforplanners,andothersocialscientists.Finally,thisstudyprovidesan inputto the students,teachers and researchersin the areasof e-learning.

Research works are embarked upon with a view to extending the frontier of
knowledge.The present study was
therefore carried out with this same objective, especially in thefieldofe-learning.Ithastherefore,contributedtotheextensionofthefrontierofknowledge in the following
ways. First, the study has shown the predictive power of theselected factors, especially socio-demographic
factors, prior computer skills and timemanagementstatusin the determination of the academic performance.

1.7  LimitationsoftheStudy

The present study reflects a number of limitations. Firstly, the student
models of learningwere identified on
the basis of a specific sample comprising those under e-learning studymodelandthoseunderthetraditionalstudymodel.Secondly,thetheoreticalnatureofthis study limits its direct relevance
for the educational praxis.Therefore,
it is hoped thatfuture research may
additionally focus on how student cognitions about learning areinfluenced in the context of everyday
learning environments. The results could enableeducational practitioners to encourage the adoption of student
learning models whichinvokea deeporiented andself-regulatedstudystrategy.

This study did not consider all the aspects e-learning influences but
instead was restrictedtothose elementsof e-learningthat
affectperformance inone wayorthe other.The study

did not also consider all students studying through the e-learning mode
but only focusedontheUniversity
of JosstudentsandspecificallythosewhobenefitedfromtheComputerAidinitiative.