Effect of Electronic-Learning on the Academic Achievement of Basic Science Students in Bayelsa State, Nigeria

Abstract

The study investigated the effect of electronic-learning on the academic achievement of basic science students in Yenagoa Local Government Area, Bayelsa State, Nigeria. A pretest, posttest, control group, quasi-experimental design was adopted. One hundred and four (104) JS.2 students from two government owned junior secondary schools in Yenagoa Local Government Area were purposely selected for the study. The schools were randomly assigned to experimental and control groups. The study lasted for five weeks. Three instruments IGELS, IGMLM and BSAT were used for the study. One research question was posed and answered using mean and deviation standard and one null hypothesis was tested at 0.05 level of significance using analysis of covariance (ANCOVA). The findings revealed that those taught with e-learning had a higher mean (72,33) than those taught with modified lecture method (50.59) with a mean difference of 21.74. E-learning had significant effect on student’s academic achievement in basic science. (f1,101=76.392; p<0.05 partial eta squared=0.558), with an effect size of 55.8%. Finding showed that there was a significant difference in students’ achievement in basic science when taught with e-learning and modified lecture method; the e –learning students performing better. It was recommended that government should provide e-learning materials for schools and train the teachers to acquire the basic skills.

Key Words: Electronic learning, IGELS, IGMLM and BSAT