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E-LEARNING ON ACADEMIC PERFORMANCE OF PUBLIC SECONDARY SCHOOL STUDENTS IN
ACCOUNTING
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
The primary
aim of teaching at any level of education is to bring a fundamental change in
the learner. To facilitate this process of knowledge transmission educational
planners and schools must apply appropriate teaching and learning platform that
best suit specific objectives and bring about better outcomes. Until today,
questions about the prospects of electronic learning (e-learning) on student
learning process have consistently raised considerable interest in the thematic
field of educational research (Hightower et al., 2011, Tebabal and Kahssay,
2011).
The
integration of e-learning into education can catalyze the shift toward applying
adult learning theory, where educators will no longer serve mainly as the
distributors of content, but will become more involved as facilitators of
learning and assessors of competency. E-learning can be used virtually in all
field of learning including secondary school accounting to improve students’
learning outcomes in the face of the social, scientific, and pedagogical
challenges. It has gained popularity in the past decade in the developed
countries of the world; however, its use is highly in variable among schools in
developing countries like Nigeria (Maduhusudhan, 2008).
E-learning
is the use of Internet technologies to enhance knowledge and performance.
E-learning technologies offer learners control over content, learning sequence,
pace of learning, time, and often media, allowing them to tailor their
experiences to meet their personal learning objectives. Innovations in
e-learning technologies point toward a revolution in education, allowing
learning to be individualized (adaptive learning), enhancing learners’ interactions
with others (collaborative learning), and transforming the role of the teacher
(Oludare, Moradeke and Kolawole, 2012).
E-learning,
often referred to as web-based or online learning involves all teaching and
assessment approaches that use technology such as Wikis, Blogs, Podcasts and
learning management systems such as computers, internet and web connectivity to
enhance learning experience and research works (Mahahusudhan, 2008; Nadiu,
2006). This new teaching and learning approach offers potential values to
traditional teaching and learning approach due to its flexibility and
accessibility of information to a great number of students at a time (Naqvi,
2007).
Historically,
there have been two common e-learning modes: distance learning and computer assisted
instruction. Distance learning uses information technologies to deliver
instruction to learners who are at remote locations from a central site.
Computer assisted instruction (also called computer-based learning and computer
based training) uses computers to aid in the delivery of stand-alone multimedia
packages for learning and teaching (Fayomi, Ayo, Ajayi and Okorie, 2011).
Abimbade
(2002) opined that e-learning is rapidly expanding boundaries and offering
tremendous advantage to the Nigerian educational sector. Moreover, Olugbeko and
Izu (2013) also proposed that the adoption of e-learning will promote students’
ability to cogitate and memorize concepts in secondary school accounting.
Whether in fact the adoption of e-learning is negatively or positively related
to students’ academic performance in secondary school accounting is an issue
that remains opened to empirical studies.
1.2 Statement of Problem
One of the
major problems faced by students in learning accounting is inability to
remember what has been learnt. This problem is often caused by too much
theoretical expression by the teachers while learners are passive listeners.
Students memorize and regurgitate facts and concepts. These problems
confronting the teaching and learning of accounting can be handled using slide
presentations, audio-video presentation process and other interactive
e-learning software facilities in which a student interacts with and is guided
by visual equipment aimed at achieving certain instructional goals (Ezeliora,
1997; Onasanya, 2002).
Computer and
other audio-visual materials can be used to transform classroom instruction
into a series of rich memorable experiences and thus, reduce boredom and
forgetfulness in teaching subjects such as accounting (Onasanya, 2002).
Several
studies have been carried out on academic performance especially on
conventional students, but not much on e-learning students within the Nigeria
educational system. The need to sever this ground so as to extend the frontier
of knowledge in order to help improve the unimpressive e-learners’ academic
performance necessitates the undertaking of the study so as to fill the
existing research gap. Therefore, this research seeks to examine the link
between e-learning and academic performance of secondary school students in
accounting.
1.3 Purpose of the Study
The study
will be conducted with the following objectives:
ú To investigate the link between e-learning
and students academic performance.
ú To determine if the use of computer enhances
students’ learning in accounting as a school subject.
ú To determine the effect of audio-visual aid
on students academic performance.
ú To examine the link between computer assisted
instructional aids and students’ ability to memorize concepts in accounting
subject.
1.4 Research Questions
This study
will be guided by the following research questions:
1. What is the link between e-learning and
students academic performance?
2. To what extent does the use of computer
enhance students’ learning outcomes in accounting?
3. Does the use of audio-visual aid has any
effect on students academic performance in accounting?
1.5 Research Hypotheses
The
researcher intends to test the following hypotheses at 0.05 level of
significance:
1. H01:
There is no significant relationship between e-learning and
students’ academic performance.
2. H03:
There is no significant relationship between the use of computer
and students’ learning outcomes in
accounting.
3. H02:
The use of audio-visual teaching aid has no effect on students’
academic performance.
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