Assessment of colleges of education pre-service science teachers’ experiences in online classes in Kwara State, Nigeria

Ganiyu, Bello

Abstract

The emergence of COVID-19 pandemic led to lockdown in most countries of the world, led to the adoption of emergency remote learning by many institutions. In this study, online learning experiences of pre-service science teachers in colleges of education in Kwara State was investigated. Purposive and snowball sampling techniques were employed in selecting six institutions and 241 pre-service science teachers who completed the online questionnaire. The questionnaire titled _College of Education Students_ Online Learning Experiences (COESOLE) had a reliability index of 0.74. Data gathered was subjected to descriptive and inferential statistical analysis. It was found that: (i) Smart phones and WhatsApp were predominantly used for online learning and (ii) Regardless of their gender or institution type, most pre-service science teachers had no stressful experiences with online learning. It was recommended that institutions should adopt the use of online learning management systems and also integrate online teaching into peer teacher exercise. Keywords Online learning; Colleges of Education; Pre-service science teachers; Internet access; Gender

References

Sadiku, M. N. O., Adebo, P. O., & Musa, S. M. (2018). Online teaching and learning.

International Journal of Advanced Research in Computer Science and Software

Engineering, 8(2), 73-75

Samsuri, N. N., Nadzri, F. A., & Rom, K. B. M. (2014). A Study on the student’s

perspective on the effectiveness of using elearning. Procedia-Social and Behavioural

Sciences, 123, 139-144.

Al Rawashdeh, A. Z., Mohammed, E. Y., Al Arab, A. R, Alara, M., & Al-Rawashdeh, B.

(2021). Advantages and Disadvantages of Using e-Learning in University Education:

Analyzing Students’ Perspectives. The Electronic Journal of e-Learning, 19(2), 107-117

Llomaki, L., & Lakkala, M. (2020). Finnish upper secondary school students experiences

with online courses. Education in the North, 27(2), 73-91 https://doi.org/10.26203/jsaz-

8714

Yates, A., Starkey, L., Egerton, B., & Flueggen, F. (2021). High school students’

experience of online learning during Covid-19: the influence of technology and pedagogy.

Technology, Pedagogy and Education, 30(1), 59-73.

Maher, D. (2021). Impact of Covid-19 lockdowns on Australian primary and secondary

school students’ online learning. Social Education Research.

Barrot, J.S., Llenares, I.I. & del Rosario, L.S. (2021). Students’ online learning challenges

during pandemic and how they cope with them: The case of the Philippines. Education and

Information Technology, 26, 7321–7338. https://doi.org/10.1007/s10639-021-10589-x

Ramani, P. (2021). Challenges Faced by Students Due to Online Learning during this

COVID-19 Pandemic Situation. International Journal of Management and Humanities,

5(9), 1-11.

Moustakas, L. (2022).The challenges and realities of e-learning during COVID-19: The

case of university sport and physical education. Challenges, 13(1), 9

https://doi.org/10.3390/challe13010009

Eli-Chukwu, N.C., Igbokwe, I.C., Ifebude, B., Nmadu, D., Iguodala, W., Uma, U.,

Onyeneke, R.U &Akudo, F.U. (2022). Challenges confronting e-learning in higher

education institutions in Nigeria amid Covid -19. Journal of Applied Research in Higher

Education. https://doi.org/10.1108/JARHE-09-2021-0346

Price, L. (2006). Gender differences and similarities in online courses: Challenging

stereotypical views of women. Journal of Computer Assisted Learning, 22(5), 349-359

Liu, X., He Wei, Z. L., & Hong, J. (2021). Differences in self-regulated online learning

during the covid-19 lockdown. Frontiers in Psychology, 12.

https://doi.org/10.3389/fpsyg.2021.752131

Rana, J., Dilshad, S., & Ahsan, Md. A. (2021). Ethical Issues in Research in A. Farazmand

(ed.), Global Encyclopedia of Public Administration, Public Policy, and Governance,

Springer Nature: Switzerland. https://doi.org/10.1007/978-3-319-31816-5_462-1