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LINK BETWEEN E-LEARNING ON ACADEMIC PERFORMANCE OF PUBLIC SECONDARY SCHOOL STUDENTS IN ACCOUNTING

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Education is a key factor for sustainable development (Chimombo 2005). The significance of education, especially in developing countries, is increasing because of progressing pressure to catch up with the developed world regarding, for example, global competitiveness (Hawkins 2002). Predictably, educational settings are different in developing countries than in developed countries, such as low quality of education and narrow possibilities in attending schools in rural areas because of far distances and high opportunity costs (Ibid 2005). Chimombo, 2005 opines that country-specific circumstances have to be improved regarding compulsory and free education to foster general access to education. In Article 26 of the 1948 UN universal declaration of human rights the right of obligatory and free education for everyone is already committed (UN Human Rights 1948).

Every year, more of the world’s people become connected to the network, its bandwidth increases and its use becomes more integrated to all that happens in the globe. Connectivity to this network has becomes key to opportunity, success and fulfillment for individuals. Kenya has defined a national ICT policy with a view of creating an e-enabled and knowledge- based society by the year 2015. Just like the technology has changed the world, it is now changing the learning and teaching environment.

A broad range of learning approaches exists already, for example, e-learning, blended learning (Maier, 2007), and distance learning which utilize information and communication technology (ICT). The use of ICT can benefit, for example, students in rural areas by having them attend classes as distance learners and motivating them to learn like the “Group Learning Sets” (GLS) initiative offers. Regarding this, the potential of e-learning seems very assuring, but because of gaps between developed and developing countries knowledge transfer is not only difficult but also costly.

E-learning denotes the use of ICT by teachers and learners. Schmidt 2005 holds that e-learning consists of conventional training, such as courses, ad-hoc training, selected learning objects, formalization through document collections and community formation which can be achieved via social software.

According to case studies, there are already a number of e- learning programs offered in developing countries (Kohn et al. 2008). These programs are developed by various national and international initiatives, for example, the group learning sets initiated by Computer Aid International in collaboration with Kenyatta University. The growth of e-learning programs according to Lockwood and Gooley, 2002 is driven by the need for and potential of providing education in less expensive ways, increased access to information, effective learning and greater flexibility.

Stephenson, 2001 posits that there is little systematic research into the overall effectiveness of e-learning as a learning medium despite the great interest in it. He acknowledges that while there is much more work to be done, a variety of e- learning courses aimed at making sustainable development a reality have been developed and demonstrate how e-learning can reach thousands if not millions of minds and potentially plant the seeds of change.

Education is an essential aspect of sustainable development. The relevance of education, particularly in growing nations, is rising because of the increasing pressure to catch up with the already developed nations (Malik, 2018). Educational institutions are different in growing nations than in developed nations, like poor quality of education and low chances of attending learning institutions in the local areas because of long distances. E-learning signifies the use of ICT by educators and students. Carbonaro (2020) stated that e-learning includes conventional training, like programs, ad-hoc training, chosen learning equipment, formalization through document collections and community formation, which may be done through social software. There are currently several e-learning programs provided in the growing nations. E-Learning is web-based or online learning (Fauzi, Baharun, Mundiri & Mansur, 2018). It is essentially an online system of education that makes information or knowledge available to students. Overall, E-learning overlooks geographic distance.

The adoption of web-based innovations for educational issues has increased dramatically due to the costs of embracing such innovations, which have substantially reduced. Most tertiary institutions are benefiting from internet-based learning and using it to complement the traditional method of learning (Szymkowiak, Melovic, Dabic, Jeganathan & Kundi, 2021). E-learning has been quickly arising in different institutions of tertiary education globally. High/ secondary schools are mindful of the impact of e-learning on learners' academic success. E-learning is a technology, company and governance-based structure that allows learners to study through the web and learn conveniently. Zolochevskaya, Zubanova, Fedorova and Sivakova (2021) reported that E-learning uses interactive education platforms like machines, the internet, multimedia disks, electrical papers, and simulated broadcasts to reduce time and expenses to create, speed up and enhance learning. The use of ICT in schools needs to be made mandatory in tertiary institutions and the lecturers should be provided with good training on the effective use of ICT. There is a need to have a steady power supply to use ICT effectively. Tertiary institutions' management should make a consorted initiative to give e-learning environments that will improve learner performances in tertiary institutions and facilitate their self-development initiatives.

E-Learning enhances accessibility to effective learning and therefore boosts the performance of learners. E-learning makes it possible for many students in tertiary institutions to enrol in two programms concurrently. E-learning uses technology to assist and improve learning (Asad, Hussain, Wadho, Khand & Churi, 2020). It is easy since learners watch a video documentary in the lecture room. E-learning started years back with the introduction of televisions and overhead projectors in lecture rooms and has improved to involve interactive computer programmes, 3D simulations, video and telephone conferencing and real-time online discussion groups consisting of learners from all over the globe. With technological improvements, E-learning has borderless possibilities. E-learning has substantially helped students enhance academic performance, learning process and self-advancement. Overall, E-learning overlooks geographic distance. Most tertiary institutions are benefiting from internet-based learning and using it to complement the traditional learning method. Tawafak, Romli, and Alsinani (2019) note that because of high speed, convenience and performance in accessing and processing information through internet systems, e-learning has been a crucial method in technical training and learning at tertiary institutions.

1.2 STATEMENT OF THE PROBLEM

"In recent years, there has been a significant rise in the adoption of e-learning platforms in educational institutions, including public secondary schools, aiming to enhance learning experiences. However, despite the growing use of e-learning tools, there is a gap in understanding their impact on the academic performance of students in specific subjects, such as accounting. This study seeks to address this gap by investigating the relationship between e-learning utilization and the academic achievement of public secondary school students in accounting. Specifically, it aims to identify the extent to which e-learning platforms are utilized by students, the factors influencing their usage, and the effect of e-learning on students' performance in accounting courses. By exploring these aspects, the study aims to provide valuable insights into the effectiveness of e-learning in improving academic outcomes in accounting education within the context of public secondary schools."

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to determine the link between e-learning on academic performance of public secondary school students in accounting

Specific objectives include;

1. To assess the extent of e-learning utilization among public secondary school students in accounting.

2. To identify the factors influencing the utilization of e-learning platforms in accounting education.

3. To examine the relationship between e-learning utilization and academic performance in accounting among public secondary school students.

1.4 RESEARCH QUESTIONS

1. What is the level of e-learning utilization among public secondary school students in accounting?

2. What are the factors that influence the utilization of e-learning platforms in accounting education among public secondary school students?

3. What is the relationship between e-learning utilization and academic performance in accounting among public secondary school students?

1.5 RESEARCH HYPOTHESES

1. Null Hypothesis (H0): There is no significant relationship between e-learning utilization and academic performance in accounting among public secondary school students.

   Alternative Hypothesis (H1): There is a significant relationship between e-learning utilization and academic performance in accounting among public secondary school students.

2. Null Hypothesis (H0): Factors such as access to technology, internet connectivity, and prior experience with e-learning do not influence the utilization of e-learning platforms in accounting education among public secondary school students.

   Alternative Hypothesis (H1): Factors such as access to technology, internet connectivity, and prior experience with e-learning significantly influence the utilization of e-learning platforms in accounting education among public secondary school students.

3. Null Hypothesis (H0): The extent of e-learning utilization among public secondary school students in accounting does not vary significantly across different demographic groups (e.g., gender, grade level, socioeconomic status).

   Alternative Hypothesis (H1): The extent of e-learning utilization among public secondary school students in accounting varies significantly across different demographic groups (e.g., gender, grade level, socioeconomic status).

1.6 SIGNIFICANCE OF THE STUDY

E-learning provides benefit for the organizations and individuals involved it reduces the cost of learning, examination and result processing institutions, it create access thereby enables people from any part of the world to be educated E-learning also functions in improving standard of education which Helps to eliminate inadequate like examination malpractice .

1.7 SCOPE OF THE STUDY

This study focuses on exploring the impact of e-learning on the academic performance of public secondary school students in Nasarawa State. It encompasses an in-depth analysis of the adoption and utilization of e-learning tools, particularly in the field of accounting education. The research will investigate various factors influencing e-learning effectiveness and its implications for student achievement in accounting subjects within the context of Nasarawa State's public secondary school system.

1.8 LIMITATIONS OF THE STUDY

While striving for comprehensive insights, this research acknowledges certain limitations. Firstly, the study's findings may be influenced by the specific socio-economic, infrastructural, and educational landscape of Nasarawa State, potentially limiting generalizability to other regions. Additionally, constraints such as resource availability, time, and access to data may impact the depth and breadth of the investigation. Moreover, the study's focus on public secondary schools in Nasarawa State may overlook valuable insights from private institutions or other educational levels.

1.9 DEFINITION OF TERMS

1. E-learning: The use of electronic technologies, such as computers and the internet, to access educational materials and resources remotely, allowing for flexible and interactive learning experiences outside of traditional classroom settings.

2. Academic Performance: The extent to which students demonstrate mastery of educational objectives and achieve desired learning outcomes, typically assessed through grades, test scores, and other indicators of achievement.

3. Public Secondary School Students: Students enrolled in government-funded secondary educational institutions, typically ranging from grades 9 to 12, depending on the educational system of the country under study.

4. Accounting Education: The process of teaching and learning accounting principles, concepts, and practices, including financial accounting, managerial accounting, and related topics such as auditing and taxation.

5. Utilization: The extent to which e-learning tools, platforms, and resources are effectively employed by students in their educational activities, including accessing course materials, participating in online discussions, and completing assignments. 

6. Factors: Influential variables or elements that may affect the adoption and use of e-learning technologies and impact academic performance, such as access to technology, internet connectivity, prior experience with e-learning, and socio-economic background.

7. Relationship: The association or connection between two or more variables, specifically examining the correlation or causation between e-learning utilization and academic performance among public secondary school students in accounting.

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