Relevance of E-learning Teaching Activities (ELTA) to Achievement in Electricity Concepts by Technical College Students in Benue State, Nigeria: A Focus on Gender

International Journal of Research and Innovation in Social Science (IJRISS) | Volume II, Issue X, October 2018 | ISSN 2454–6186

Relevance of E-learning Teaching Activities (ELTA) to Achievement in Electricity Concepts by Technical College Students in Benue State, Nigeria: A Focus on Gender

J. O. Fatoki and S.E. Atamonokhai

PhD, College of Agricultural and Science Education, University of Agriculture, Makurdi, Benue State, Nigeria

Abstract: – The study determined the relevance of e-leaning teaching activities to the achievement of technical college students in electricity in Benue State, Nigeria. The population of the study consisted of 724 Part II Students in Education Zone B of the 2013/2014 academic session. This number is made up of 543 males and 181 females. Two research questions and two hypotheses were asked and formulated respectively. An Electricity Achievement Test (EAT) was used to collect data with two lessons plans of which one was for the experimental group and the other for the control group. Two research questions were answered using mean and standard deviation. The hypotheses were tested at 0.05 level of significance using analysis of covariance. The results from the study revealed that male and female students exposed to the ELTA obtained greater mean achievement scores in electricity than those taught with lecture method. It also revealed that ELTA was more gender friendly with respect to achievement in electricity. The study recommended this approach to be adopted in schools and the training of teachers in the teaching of electricity and related topics in Physics.

Keywords: Technical Education, Gender, Electricity, e-Learning Teaching Activities, Benue State Nigeria

I. INTRODUCTION

Gender is a concept used to distinguish femininity and masculinity from biological sex (Imoko, 2004). It is said to be one of the factors affecting students’ socio-cultural and academic phenomena. Esiodu (2005) reported that gender did influence students’ achievement significantly. Studies conducted on gender showed that there were inconsistencies on the conclusions reached by previous researchers. This study therefore investigated activities which would improve upon students’ achievement in Electricity irrespective of gender.

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