IIARD International Institute of Academic Research and Development

International Journal of Education and Evaluation (IJEE )

E-ISSN 2489-0073
P-ISSN 2695-1940
VOL. 10 NO. 2 2024
DOI: https://doi.org/10.56201/ijee.v10.no2.2024.pg141.151

---

Analyzing Gender Disparities in E-Learning Usage and its Implications for Teaching Basic Science in Nigeria

Mbonu-Adigwe, Bianca Uzoamaka, Agada-Shaibu, Patience, Arua, Martha Chigozie

---

Abstract

The main purpose of the study is to find out if gender is a factor on the extent of utilization of e-learning resources in teaching Basic science in Enugu state. Two research questions and one hypothesis were formulated to guide the study. The population of the study comprised all the 32 (14 male and 18 female) basic science teachers in all the 31 public secondary schools in Nsukka LGA of Enugu State. A questionnaire titled Teacher's Utilization of E-learning Resources (TUER) was used to collect data from the respondents. The research questions were answered using checklist and descriptive statistics. The findings showed that many of the e- learning resources were not available and not utilized. The results also showed that there is no significant difference between male and female students on the extent of utilization of e- learning resources by male and female Basic Science teachers. Based on the findings, it was recommended among others, that both male and female basic science teachers should be encouraged to integrate e-learning facilities in their classroom activities through sustained in- service training, workshops, seminars and conferences.

keywords:

Basic Science; E-learning; Gender; Teachers

---

References:

Ahmed, S., & Farid, N. (2015). An Exploration of Factors Affecting Teachers' Attitudes
towards ICT in Teaching Profession in Bangladesh. International Journal of
Information and Education Technology, 5(3), 218-223.

Akpan, B. B. (2008). Nigeria and the future of science education. Ibadan. Oluseyi Press
Ltd.

Alghamdi, A., Karpinski, A. C., Lepp, A., & Barkley, J. (2020). Online and face-to-face
classroom multitasking and academic performance: Moderated mediation with
self-efficacy for self-regulated learning and gender. Computers in Human Behavior,
102, 214–222.

Crompton, H., & Keane, P. (2017). Gender and Technology in Education: A Research Review.
Journal of Computer Assisted Learning, 33(1), 1-19. doi:10.1111/jcal.12174.

Eke, H. N. (2011). Modeling LIS students’ intention to adapt e-learning: A case from
University of Nigeria Nsukka. Library Philosophy and Practice

Evans, H. K. (2014). An experimental investigation of videotaped lectures in online
courses. TechTrends, 58(3), 63–70.

DOWNLOAD PDF

---

Back