ONLINE TEACHING PLATFORM AND EFFECTIVE TEACHING AND LEARNING OF SCIENCE EDUCATION IN NIGERIA PUBLIC UNIVERSITIES

Authors

  • I. A. Ojelade Department of Science & Environmental Education, University of Abuja, Abuja, Nigeria
  • B. G. Aregbesola Department of Science & Environmental Education, University of Abuja, Abuja, Nigeria
  • D. T. Haastrup Department of Science & Environmental Education, University of Abuja, Abuja, Nigeria https://orcid.org/0000-0003-0491-5999

Keywords:

online teaching platform, science education, public universities

Abstract

The study investigated the online teaching platform and effective teaching and learning of science education in Nigeria public universities. A survey research design was adopted for the study, and it was carried out in three public universities committed to science education courses in Nigeria. Sixty lecturers and sixty students were selected using stratified random sampling technique to respond to questionnaires from the three tertiary institutions. The instruments used for data collection were questionnaires titled: Science Education Students Online Questionnaire (SESOQ) and Science Education Lecturers Online Questionnaire (SELOQ). The questionnaires gathered information from both lecturers and students based on the online teaching and learning platform. Mean and standard deviation (SD) were used to analyze the data generated in the study. Results from the study revealed that teaching and learning platform of science education in Nigeria public universities need dramatic turnaround on the part of the lecturers and students among other. Therefore, the study recommends among others that stakeholders in education should help to resolve problems confronting science education lecturers effective teaching and students effective learning using online platform in Nigeria public Universities.

Downloads

Download data is not yet available.

References

Arkorful, V., & Abaidoo, N. (2015). The Role of E-learning, Advantages, and Disadvantages of its Adoption in Higher Education. International Journal of Instructional Technology and Distance Learning, 12(1), 29-42.

Betrus, A.L. (2015). Science teaching and learning Institution: Results of a national

study. Research in Science Education, 31, 455-498.

Blundell, R., Costa Dias, M., Joyce, R., & Xu, X. (2020). COVID-19 and Inequalities. Fiscal

Studies, 41, 291-319.

Chi, L. (2015). Re-conceptualizing the teaching of controversial issues. International Journal of Science Education, 30, 102-117.

Dan-Nwafor, C., Ochu, C. L., Elimian, K., Oladejo, J., Ilori, E., & Ihekweazu, C. (2020).

Nigeria's public health response to the COVID-19 pandemic: January to May 2020.

Journal of Global Health, 10(2), 020399.

Dhawan, S. (20220). Online Learning: A Panacea in the Time of COVID-19 Crisis. J. Educ. Technol. Syst. 49, 5–22.

Dorn, E., Hancock, B., Sarakatsannis, J., & Viruleg, H. (2020). COVID-19 and Student Learning in the United States: The Hurt Could Last a Lifetime. New York: McKinsey and Co.

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference between Emergency Remote Teaching and Online Learning. Educause Review, 27, 1-12.

Jimoh, O. (2015). A practical guide for science education teachers. London: Cassell Educational Limited.

Kennedy, K., & Archambault, L. (2012). Offering preservice teachers field experiences in K-12 online learning: A national survey of teacher education programs. Journal of Teacher Education, 63(3), 185-200.

Nycz, M.; Cohen, E.B. (2010). The basics for understanding e-learning. In Principles of Effective Online Teaching; Buzzetto-More, N.A., Ed.; Informing Science Press: Santa Rosa, CA, USA, pp. 1–17.

Obiakor, T., & Adeniran, A. P. (2020). Covid-19: Impending situation threatens to deepen

Nigeria's education crisis. Centre for the study of the Economies of Africa (CSEA).

Retrieved from https://media.africaportal.org/documents/COVID19-ImpendingSituation-Threatens-to-Deepen-Nigerias-Education-.pdf.

Onyema, E.M. (2019). Integration of Emerging Technologies in Teaching and Learning Process in Nigeria: the challenges. Central Asian Journal of Mathematical Theory and Computer Sciences, 1(August), 1. 35-39.

Popovici, A. (2015). Mironov, C. Students’ Perception on Using eLearning Technologies. Procedia Soc. Behav. Sci. 180, 1514–1519.

UNESCO (2020). Adverse consequences of school closures. Retrieved from

https://en.unesco.org/covid19/educationresponse/consequencesYinka, D. L. & Adebayo, A. (2020). COVID-19 is exacerbating the problem of educational

inequity in Nigeria. Teach For Nigeria Fellowship Programme: Op-Ed Contributor,

April, 18.

Published

02-09-2022

How to Cite

Ojelade, I. A. ., Aregbesola, B. G., & Haastrup, D. T. (2022). ONLINE TEACHING PLATFORM AND EFFECTIVE TEACHING AND LEARNING OF SCIENCE EDUCATION IN NIGERIA PUBLIC UNIVERSITIES. Innovare Journal of Education, 10(6). Retrieved from https://innovareacademics.in/journals/index.php/ijoe/article/view/46258

Issue

Section

Research Article(s)