Psycho-Demographic Factors and Attitude towards E-Learning among Students of Adeyemi Federal University of Education, Ondo, Nigeria
Saheed Abiola Saka, Akinyemi Olufunminiyi Akinbobola & Adekemi Anthonia Olorunfemi
1University of Ibadan, Ibadan, Nigeria
2&3Adeyemi Federal University of Education, Ondo, Nigeria
Abstract
Attitude towards e-learning has been subject of discussion among the educational stakeholders in Nigeria as it is known that adoption of electronic learning among Nigeria students is low. This study examined the correlate of self-efficacy, self-esteem, demographic factors and attitude towards e-learning among students of Adeyemi Federal University of Education (AFUED), Nigeria. This study adopted the correlational survey design. Samples of 147 students were selected through convenience sampling technique among students of AFUED, Ondo, Nigeria. The instrument comprised of self-esteem, self-efficacy and attitude towards e-learning scale. Pearson Product Moment Correlation and regression analysis were used to analyze the data. The result indicated a significant relationship between self-esteem and attitude towards e-learning {r(147)= 0.398, p=0.01} and self- efficacy and attitude towards e-learning {r(147)= 0.329, p=0.01}. It was further showed that, only age among demographic factors had a significant relationship with attitude towards e-learning. The study concluded that self-esteem, self-efficacy, and age had significantly relationship with attitude towards e-learning among students of AFUED. It is recommended that, the students the university should be encouraged and enlightened about the electronic and other mode of virtual learning.
Keywords
Attitude towards e-learning, self-esteem, self- efficacy, age, the programme of study and mode of study
Reference
Adewole-Odeshi, E. (2014). Attitude of students towards e-learning in South-West Nigerian Universities: An application of technology acceptance model. Library Philosophy and Practice (e-journal), 1035. https://digitalcommons.unl.edu/libphilprac/1035
Akinbobola, A.O.(2015a). Enhancing transfer of knowledge in Physics through effective teaching trategies. Information and Knowledge Management, 5(6), 85-92.
Akinbobola, A.O.(2015b). Evaluating science laboratory classroom learning environment in Osun state of Nigeria for national development. Journal of Resources Development and Management, 9,14-19.
Al-Obaydi,L.H., Doncheva ,J., & Nashruddin,N.(2021). College students’self-esteem and Itscorrelation to their attitudes towards inclusive education
Arkorful,V., & Abaidoo,N.(2014). The role of e-learning, the advantages and disadvantages of its adoption in higher education. International journal of Education and Research,2,397-410
Baba, K., Elfaddouli,N., &Cheimanoff (2021). A Comparative Study of Synchronous and Asynchronous Learning during COVID-19 Crisis. 4th International Academic
Conference on Education, Teaching and Learning. www.iacetl.org
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change, Psychological Review, 84(2). 191-215.
Bandura, A.(1997). Self-Efficacy: The exercise of control, New York, NY. Worth Publishers,
Bandura, A.& Adams,N.(1977). Analysis of self-efficacy theory of behavioural change, Cognitive Therapy and Research, 1(4). 287-310.
Bilal,S.(2015). E-Learning Revolutionise Education: An Exploratory study. E-learning: A Boom or Curse. http://www.researchgate.net/publication/280862765
Bubou,G., & Job, G.(2021). Investigated the individual innovativeness, self-efficacy and e-learning readiness of students of Yenagoa study centre of National Open University of Nigeria., https://www.emerald.com/insight/2397-7604.htm
Christensen, D. (2019). The History of the Emergence of Technology in Education. http://www.classcraft.com.
Eagly, A., & Chaiken, S. (2007). The advantages of an inclusive definition of attitude. Social Cognition, 25(5), 582-602.
Edo, B.(2016). Attitude of academic staff towards e-learning in tertiary institutions in Rivers State. International Journal of Education and Evaluation, 2 (2) , 1-11
Erdem, E.(2015). The relationship between self-efficacy and attitudes of chemistry teacher candidates. Problems of education in the 21st Century. 63, 62-70
Harandi,S.(2015). Effects of e-learning on students’ motivation. Procedia Social and Behavioural Sciences 181, 423-430
Hollister,C.D.,Mehrotra,C.M., & McGahey,L.(2001). Distance learning: Principles for effective design, delivery and implementation, California, USA, SAGE Publications Incorporated.
Izuchi,M.N., & Opara,I.M. (2021). Factors influencing e-learning in tertiary institutions in Rivers State. . J Adv Educ Philos, 5(3), 70-74
Jan, H., & Mattoo,M.(2018). Attitude towards e-learning among research scholars with respect to the demographical variables. Utopia of Global Education, IV(I), 38-42
Jerusalem,M., & Schwarzer,R.(1992).Self-efficacy as a resource factor in stress appraisal process.In R.Schwarzer(Ed.), Self-efficacy: Thought control of action.195-213
Kisanga,D.H. (2016). Determinants of teachers’ attitudes towards e-learning in Tanzanian higher learning institutions. International Review of Research in Open and Distributed Learning, 17(5)
Kisanga, D.H.,& Ireson,G.(2016).Test of e-learning related attitudes (TeLRA) scale: Development, reliability and validity study. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 12(1), 20-36
Mohd-Rameli,M., Alhassora,N., Bunyamin,M., &Hanri,C. (2020) Student teachers’ attitude and self-esteem towards online learning: Application of rasch measurement model. Universal Journal of Educational Research, 8(11), 37-44
Obiamaka,P.E.,Chinwe, R.O., Ikechukwu, C.& Josaphat,U. (2011). Gender perception and attitude towards e-learning: A case of business students, University of Nigeria
Odit-Dookhan,K.(2018). Attitude towards e-learning: The case of Mauritian students in public Teis. International Journal of Social sciences, 4(3),628-643
Ogbona,C.G., Ibezim, N.E. & Obi, C.A.(2019). Synchronous versus asynchronous e-learning in teaching word processing: An experimental approach. South African Journal of Education, 39(2), 1-15
Palmer, S. R.,& Bray,S. L.(2001). Longitudinal study of computer usage in flexible engineering education. Australian Journal of Educational Technology, 17(3), 313- 329.
Perloff, R.M.(2020). The Dynamic of Persuassion: Communication and Attitudes in the Twenty-First Century. In: Lawrence Erlbaum Associates (Edu), Mahwah: New Jersey London
Rosenberg, M.(1965). Society and the adolescent self-image. Princeton,NJ : Princeton University Press
Sabah, N. M. (2013). Students’ attitude and motivation towards e-learning. Proceedings of the First International Conference on Applied Sciences Gaza-Palestine.
Saka, S.A., Akinbobola, A.O. & Saka, I.O.(2023). Computer self-efficacy, computer proficiency and gender as correlate of students’ attitude towards e-learning in Adeyemi Federal University of Education, Ondo, Nigeria. Journal of Curriculum and Instruction, 14(1),213-222
Simonds,T.A.,& Brock,B.L.,(2014). Relationship between age, experience, and students preference for types of learning activities in online courses. Journal of Educators (online). 11(1)
Tabak, F. & Nguyen, N. (2013). Technology acceptance and performance in online learning environments: Impact of self-regulation. MERLOT Journal of Online Learning and Teaching 9(1).
Yau, K.H., & Leung,F.Y. (2018). The relationship between self-efficacy and attitudes towards the use of technology in learning in Hong Kong higher education. Proceedings of the International multiconference of engineers and computer scientists,2, 978-988
Yoganchi, S.(2017).Investigating students’ self-efficacy and attitudes towards the use of mobile learning. Journal of Education and Practice, 8(6), 181-185
Zhu,C.(2019) Self-efficacy and self-esteem in online learning environments of adult learners. International Journal of Learning Technology, 13(4), 127-136