Doctoral Degrees (Education Studies)

Permanent URI for this collectionhttps://hdl.handle.net/10413/7175

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A critical analysis of the effect of e-Learning on academic performance of distance e-Learners in a Nigerian university.
(2017) Aboderin, Olukayode Solomon.; Govender, Desmond Wesley.
The emergence of technologies of learning, and recently the use of Open Educational Resources and the increased awareness of the “DotNet (or Y) Generation” have made demands on traditional education and learning systems to be more open, flexible and customised towards what students expect. E-learning has increasingly been used in most parts of the world as a viable alternative to conventional education. It is believed that that the potential of information and communication technology (ICT), and more so e-learning, would bring positive impacts to teaching and learning by providing students and teachers with flexibility, accessibility, more opportunities for participation and collaboration and better outcomes. Any change in teaching and learning strategies is always evaluated by its impact on academic performance. Previous studies have focused mostly on academic performance of traditional on-campus students, but not many on distance e-learners within the Nigerian educational system. The researcher observed from the literature that there was limited research on the effects of e-learning on academic performance of distance e-learners. Most studies on e-learning in Nigeria focused on the problems, challenges, attitudes, prospects and awareness of e-learning. The rationale for this study resulted from this limited research in Nigeria on the effects of e-learning on academic performance of distance e-learners. This study focused on this research gap as identified in the literature. The purpose of the study was to critically examine the effects of e-learning on academic performance of distance e-learners in a Nigerian university. To achieve this overall aim, the study set out to determine the best predictors of academic performance of distance e-learners and thereby propose a model to enhance academic performance. This study adopted a mixed-method approach in its data collection process; however, the study was dominated by a quantitative approach, while the qualitative approach was used to consolidate the findings of the quantitative study. A questionnaire was used to collect quantitative data while focus group interviews were used to collect qualitative data. The study was conducted in four selected study centres of the university and a total of 1,025 participants completed the survey-based questionnaire. The researcher used Spearman’s correlation coefficient, ANOVA, T-Test and post-hoc Test in order to determine the effects of each of the factors on academic performance. Ordinal regression was used to determine the best predictors of academic performance of distance e-learners. The quantitative data was analysed using Statistical Package for Social Sciences (SPSS) while qualitative data was transcribed before analysis. The conceptual framework used in the study was made up of the variables identified in literature and the 3P model of Teaching and Learning. The 3P model of Teaching and Learning was then used to further explain the result of the study. The findings of this study indicated that there are eight factors which influence academic performance of distance e-learners. These are students’ ICT literacy level, frequency of engagement with ICT, marital status, previous academic performance, hours spent on the Internet per day, hours spent on social media per day, hours spent on a computer for studies per day and family size. In addition, the findings indicated that age, employment, gender, previous qualification, learner-content interaction, learner-instructor interaction, learner-learner interaction, learning style, work experience, family income, home background and parent education do not influence academic performance of distance e-learners. However, when the data was split based on gender, the result revealed that learner-content interaction and learner-instructor interaction only influence academic performance of female distance e-learners. Finally, the model developed for this study revealed that frequency of engagement with ICT, students’ ICT literacy level, marital status, previous academic performance and previous qualification are the best predictors of distance e-learners’ academic performance. This serves as the contribution of the study to the body of knowledge. Based on the findings of the research, recommendations have been made which will assist Nigerian university policy makers and course developers with a view to improving the academic performance of distance e-learners.
The relationship between social media and academic performance: the case of high school students in a Nigerian private school.
(2019) Ngelale, Roselyn Lebari.; Amin, Nyna.
This research explores in detail the relationship between social media and academic performance of students, using a case study approach with a sample of 12 Nigerian students. This study was driven by the perception that students immersed themselves in social media activities to the detriment of their academic function. The qualitative data generated from emic accounts of participants revealed three factors that may address the inconsistencies found in previous studies. The first is tied to the longstanding historical and socio-cultural practices of schools that informs curricula definition of academic activities. The traditional definition of academic activity is narrow, and disregards digital natives’ definition of what is considered to be academic activity, thus hindering their performance. Academic performance is a relative concept; if the curriculum defines academic activity in an inclusive way, then there is a positive relationship, but if it excludes learning areas that participants find on social media and consider relevant, there is no relationship. Therefore, the relationship between social media and academic performance depends basically on the philosophy of each school and how they choose to define, interpret and implement academic activities from which academic performance is derived. Secondly, the data revealed that participants regarded a combination of both social media context and academic context as yielding more academic benefit than a single one. However, it is only when the academic instruction supports students’ needs that the academic gap between both contexts is bridged. Thirdly, participants reported that social media enabled them to learn more, know more, think deeper, do more and achieve more, making them more able to adapt their knowledge and be efficient in solving academic problems. A major concept that surfaced in the data is personal effort. Participants all attributed their academic success to hard work, meeting teachers, researching books and social media and that neither social media nor traditional settings on their own contributed to their good grades. This suggests that academic performance depends mainly on an individual student’s mind-set, intrapersonal values, skills and interests. In the game of soccer, the field does not produce goals. Rather, it is the ability of players to collaborate, coordinate, perceive and utilise available spaces to their advantage. The same goes for the relationship between students’ social media usage and their academic performance. This means that the value that students place on their academic activities has a significant influence on how they use social media.
Student engagement in the first year of study in undergraduate programmes in higher education.
(2017) Mkhize, Jeffrey Siphiwe.; Ramrathan, Prevanand.
Student retention and throughput is a major concern across higher education within South African universities, with statistics suggesting that almost a third of students drop out of universities in their first year of study. Research in the field of student retention and throughput suggests that student engagement is regarded as the single best predictor of students’ retention, learning and personal development within higher education. Drawing from this research finding, this thesis focuses its attention to first year student engagement within a South African university. Using the University of Zululand as a case study, this thesis presents the results of a student engagement survey that was conducted across first year students enrolled in the Faculty of Education. The study followed a mixed method approach where both quantitative and qualitative methods of data generation were used. The South African Survey of Student Engagement (SASSE), adapted by the University of the Free State (UFS) for the South African contexts from the National Survey of Student Engagement (NSSE) developed in the United States of America (USA), was used to obtain information from 62% of first year students registered in the Faculty of Education in 2015. In addition, interviews were conducted with a sample of academic staff members who taught some of the first year modules in the same faculty. Interviews with students of varying academic achievements were also held to obtain explanations of why students were engaged in the ways they were. Further, documents analysis was done to find out the students’ academic performance. The final set of data was generated through focus group discussions. In investigating the nature of and levels of student engagement, I delimited the focus of the survey on the role played by the first year students, the academic staff and the institution in promoting student engagement. Specific focus was on exploring how students engage in academic work in their first year of study of their qualification. The purpose for the exploration and the investigation was to establish the nature of the relationship between student engagement and academic performance. Firstly, this study found that students tend to use their own creativity and initiatives to navigate around challenging academic and social activities, circumstances and practices. Secondly, the phenomenon of student-self-engagement emerged as a novel feature that seeks to extend the understanding on how students engaged academic activities. Thirdly, the study revealed that there is relationship between how students engage, the extent in which they engage and their levels of academic performance. Finally, the academic staff members’ attempts in engaging students are constrained by several factors, including large class sizes and lecture styles. In this thesis, I argue that student engagement is an individual student’s responsibility and that the nature and the level of student engagement within the first year of study have a direct relation to student academic performance. I further argue that students bring to university, aptitudes necessary for access and not necessarily sufficient for success and survival or to meet the academic demands in order to survive at university. Notably, the students’ cultural orientations showed cultural signals that proved to be limiting the nature, level and the manner in which students engage. This thesis contributes to the knowledge domain of student engagement, retention, throughput, and success as well as dropout rates in the higher education using a linear approach to student engagement.

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Browsing Doctoral Degrees (Education Studies) by Subject "Academic performance."