CHAPTER ONE

INTROUDCTION

Background to the Study

Learning refers to the systematic acquisition of new preferences, attitudes, values,

skills, behavior, knowledge, and understanding in schools and universities. For a long

period, approaches such as research, assignments, videos, storytelling, training, and

discussion have been used to help learners acquire knowledge and values (Altun, 2017).

The learning, or education, might be achieved through self-study where an individual

learns everything by themselves or with little guidance, or they could attend classes-

which could be virtual or face-to-face. In some schools, attending classes is more

advocated especially for primary school pupils who have not yet mastered the art of self-

study and need immense guidance to learn new concepts. However, universities and

colleges have adopted virtual learning, more so those who are working and learning at

the same time. The choice of a learning style is all dependent on the academic

environment, the capacity of pupils’ learning, and their level (Pham et al., 2019).

The whole orientation of education, both online and in-class was disrupted in the

wake of the COVID-19 pandemic. The Covonavirus disease (COVID-19) has had

devastating effects on all sectors of the global economy since the World Health

Organization (WHO) announced it as a pandemic in March, 2020. The first case in

Nigeria was reported in February, 2020. A rise in the number of confirmed cases and

deaths forced the government to instill more stringent regulations across the region to

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ensure safety of its people. The Federal Government of Nigeria (FGN), like other

governments around the world, closed all the schools as a preventive measure to stop the

spread of the COVID-19. The closure affected about 1.7 million students in about 6,800

public schools (UNICEF, 2020). The number includes refugees in camps whose

conditions before then were already dire.

Upon this closure, the government facilitated online learning by introducing

televised education because over half of the families in the region did not have access to

the internet (UNICEF, 2020). The government closed primary schools, universities, and

colleges which had a massive negative impact on education because social distance was

an important element in preventing the spread of the disease. Education agencies,

governmental and non-governmental, local and international, tried to devise alternative

approaches to settling the dilemma.

However, there was no other alternative other than introduce distance learning

where students were supposed to access education from home through the internet to

ensure minimal to interruption to the teaching-learning process in all schools. Multiple

entities took part in this transition to ensure that the students receives quality online

educational materials and perform their evaluations without a glitch. While many schools

were able to adapt to this situation, others had a challenge of internet access because over

54% of families in the region did not have access to internet (UNICEF, 2020).

The education ministry in the region was keen on the fact that not all children

could access the internet and this would lead to disparities in the teaching-learning

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process. A large number of families and communities in Kurdistan have no access to

computers, internet connection, and smartphones. Besides, there is a culture that

prevented female students from having access to the internet for learning purposes.

Despite these challenges, the government still looked for ways to keep students learning

through new technologies. The crisis forced organizations that were previously hesitant

to accept new technologies do so to facilitate the learning process. This proved to be a

difficult time for the education sectors to achieve their objectives during this trying

period. The effects varied across different schools, areas, and particular courses; for

instance, medical education was among the most affected.

Online education meant carrying out the pedagogical processes through the use of

electronic devices that students could access such as smartphones, laptops, and

computers.

According to Singh & Thurman (2019), virtual education through the internet makes a

platform which eases the education process by making it more flexible, creative, and

student-centered. It can increase equality by making education accessible to everyone

with an internet connection and is cost-effective more so for the students in remote and

rural areas. Therefore, education provision especially in poor countries becomes easier

with WHO identifying it as a crucial instrument to meet educational needs across the

world (Colace et al., 2006).

Following the closure of schools, colleges and universities implemented several

creative approaches as a way of combating the crisis in the region through the use of

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applications and software such as Microsoft Teams, Zoom, and Google Classroom to

help students take online classes. Home-based learning was accepted as the new norm

across the region, helping to boost learners’ confidence and certainty and to help the

schools to keep in touch with the students throughout the period as everyone fought to

adapt to the new conditions (Agnoletto & Queiroz, 2020).

Through this adoption and adaptation to the new pedagogical paradigms, the

education sector in Kurdistan had no option than to leverage assets available to them to

facilitate virtual learning as people stayed and worked from home. This was the best

alternative available rather than trying to recreate schools to cater for the government’s

social distancing requirements. This system has both merits and demerits for all the

stakeholders in the education sector. On one hand, the process has the ability to bring

private meaningful learning experience to learners to connect them to home environment

and maintain their local identities while using the devices at their disposal.

As it was asserted by Perienen (2020), adjustments were inevitable for both

teachers, institutions and students. This is true as virtually all institutions of higher

learning, especially universities, had to redraft the extant policies so as to integrate virtual

learning pedagogy as an emergency approach following the uncertainty of the situation at

hand.

The Nigerian government has made a commitment to improve the Information

and Communications Technology (ICT) skills of its people, and to bridge the digital

divide by targeting Nigerian schools (Federal Ministry of Education, 2007). The Federal

4
Republic of Nigeria (2014) stated that, “the government shall provide facilities and

necessary infrastructure for the promotion of ICT and e-learning.” These commitments

are in line with that of the New Partnership for Africa’s Development (NEPAD) to

achieve a sustainable development in the 21st century. Hence, virtual learning, as a

component of ICT ought to be receiving attention in Nigerian schools, and this is why

this paper tries to assess primary school pupils’ awareness and utilization of online

learning platform in Oluyole Local Government Area, Oyo State.

Statement of the Problem

The COVID-19 pandemic presented a demand for online education in a manner

that Nigerian schools cannot keep up with. In a situation that such a demand is

experienced, abrupt transitioning could prove impossible, particularly in regions where

the resources needed are not readily available. Teachers were not well-versed with the art

of distance learning and ensuring that the syllabus is completed on time. On their side,

the parents and the society may not accept the instant transitioning and they may not be

well-versed with guidelines to help their children cope up. Finally, resistance from pupils

could hinder any implementations by the government to integrate virtual learning

methods in place.

The impacts of COVID-19 on the education sector have been felt in all countries

globally, Nigeria inclusive. The reason is that there was an abrupt disruption of

pedagogical processes across all the learning institutions, both lower and institutions of

higher learning alike. The disparity in home-based learning poses a huge problem to the

5
acquisition of online learning programmes. The socio-economic status of a family

affected how well a child received online classes. Those living in impoverished

conditions do not have the relevant resources, locking them out from accessing the

learning materials shared remotely. This explains the resistance that the online learning

adoption faced from parents whose children studied in public schools as their situations

are already dire.

According to Ali et al. (2021), a student’s or parent’s choice of school is majorly

influenced by their socio-economic status. Therefore, those living in poor conditions

have limited abilities to navigate the disrupted educational landscape in the wake of

COVID-19 pandemic. In fact, even in areas where the opportunities for virtual learning

could be available, poor infrastructure in public schools cannot allow the institutions to

complete their syllabuses on time. Besides, there are no conducive ambiences for proper

learning for the students in remote areas because of the poor housing structures and the

fact that they cannot afford private tutors as is the case with rich families.

Research is, therefore, needed in this field to ensure that governments-local and

national-remain proactive rather than reactive. Some students might lose momentum of

schooling should such an instance happen in the future without total preparedness. While

the discussion on various aspects of online learning integration is still inconclusive, there

is no research that has been conducted on the success stories in Oluyole Local

Government Area, Oyo State regarding the awareness and utilization of online learning

platforms among primary school pupils in the area.

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Purpose of the Study

The main purpose of this study is to investigate the awareness and utilization of

online learning platforms among primary school pupils in Oluyole Local Government

Area, Oyo State. The study therefore seeks to:

1. Examine the level of awareness of primary school pupils on online learning

platforms in Oluyole LGA, Oyo State.

2. Assess the level of utilization of online learning platforms among primary school

pupils in Oluyole LGA, Oyo State.

3. Investigate the difference in pupils’ level of awareness of online learning

platforms in Oluyole LGA, Oyo State based on gender.

4. Investigate the difference in pupils’ level of utilization of online learning

platforms in Oluyole LGA, Oyo State based on gender

Research Questions

The following research questions were raised to guide the study

1. What is the level of awareness of primary school pupils on online learning

platforms in Oluyole LGA, Oyo State?

2. What is the level of utilization of online learning platforms among primary school

pupils in Oluyole LGA, Oyo State?

Research Hypotheses

HO1: There is no significant difference in the level of awareness of online learning

platforms among primary school pupils based on gender.

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HO2: There is no significant difference in the level of utilization of online learning

platforms among primary school pupils based on gender.

Significance of the Study

This study is significant to the teachers, parents and learners. This study will help

the teachers of the school to know the influence that ICT has on online learning, so as to

assist them to be enlightened and create awareness to the pupils on the possible ways to

be engaged in an online learning so as to boost their knowledge on internet usage. The

study is of significant to parents in the sense that they will be aware of the importance of

online learning, so as to be fully involved in the practice by making provisions for all that

requires for effective and smooth learning virtually.

The study will enable the pupils in creating awareness on the use of online

learning for effective teaching and learning, apart from being aware, provide them with

right knowledge for the utilization of online learning platforms. It will be relevant in

assisting pupils in understanding the diversity of social media. It will provide relevance

material for learners and other researchers undertaking similar research. The study will

help researchers with more information on the awareness and utilization of online

learning platforms for effective teaching and learning.

Scope of the Study

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 The study will focus on assessing the awareness and utilization of online learning

platforms among primary school pupils in Oluyole Local Government Area, Oyo State. It

will employ a descriptive survey research design where the opinions of the participants

will be sought for the research. This research design will be selected because the study

intends to assess awareness and utilization of online learning platforms among primary

school pupils awareness and utilization of online learning platforms among primary

school pupils. According to Oyo State Education Reform 2022, there exist 72 basic

schools in Oluyole Local Government Area, Oyo State both private and public. The study

focused on the the pupils across all the middle basic schools as the study population. A

sample of 150 pupils will be randomly selected across ten (10) basic schools randomly

selected; that is 15 pupils from each sampled school. Thus, a total sample of 150 pupils

from both government-owned and private basic schools will be selected as the

participants for the study.

Operational Definition of Terms

Awareness: concern about and well-informed interest in a particular situation or

development.

Utilization: an act or instance of making practical or profitable use of something

Online Learning: instruction that is delivered electronically through various multimedia

and Internet platforms and applications. It is used interchangeably with other terms such

as web-based learning, e-learning, computer-assisted instruction, and Internet-based

learning

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E-learning Platform: an integrated set of interactive online services that provide

trainers, learners, and others involved in education with information, tools, and resources

to support and enhance education delivery and management.

Primary School Pupil: a child or young person in school or in the care of a tutor or

teacher. :one who has been taught or influenced by a person of fame.

CHAPTER TWO

REVIEW OF RELATED LITERATURE

This chapter reviews related literature on the awareness and utilization of online

learning platforms among primary school pupils in Oluyole Local Government Area,

Oyo State. The focus will be on the following sub-headings:

a. Concept of Online learning

b. Online Learning Usage

c. Pupils’ Awareness of Online Learning Platforms

d. Pupils’ Utilization of Online Learning Platforms

e. Challenges of Online Learning Platforms

f. Empirical Studies on Pupils’ Awareness and Utilization of Online Learning

Platforms

g. Appraisal of the Literature Reviewed

Concept of Online learning

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 From various studies, there is no universal definition of online learning.

According to Stewart et al. (2011), online learning refers to a system of learning where

the students learn virtually through the use of internet. Dhawan (2020) defined online

education as the ability of the learners to use devices connected to a network, offering

them the possibility to learn with any means, in any rhythm, anytime, and from

anywhere. In another research, Singh & Thurman (2019) refers to online learning as the

“learning experiences in synchronous or asynchronous environments using different

devices (e.g., mobile phones, laptops, etc.) with internet access. In these environments,

students can be anywhere (independent) to learn and interact with instructors and other

students.”

On the other hand, Rapantar et al. (2020) defined online learning as an internet-

enabled learning which includes a collaboration between experts, content creators, a

networked community of learners, management of learning experiences, and content

delivery. In his research, Kundu (2018) defined online learning as the delivery of course

materials via electronic methods such as CDs, television, video/audio tape, satellite

broadcast, extranets, intranets, and internet. Combining these definitions, online learning

can be referred to as an internet-based delivery of course content to the learners by use of

internet-enabled devises such as laptops and phones.

Online learning has been accelerated by the fast internet development and

globalization, making many institutions of higher learning start to focus on online

learning. Mart (2017) affirmed that institutions all over the world have been trying to

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deviate their spending towards infrastructural development to have distance learning in

place as the next best alternative to the traditional classroom teaching method. For its

implementation to succeed, online education has to be acceptable to all the stakeholders,

or at least a majority of them such as students, teachers, administrators, parents, and the

education ministries.

In a study of Shearer et al. (2020), while examining the student’s perception of

and motivation towards online education, it was noted that curriculum developers and

policy makers should understand the students’ limitless perspectives so that they can

offer student-centric instructional techniques while increasing students’ satisfaction and

engagement.

While the developed world has embraced online learning to a greater extent, the

developing countries are yet to provide schools with relevant infrastructural development

to integrate virtual learning as a supplement to face-to-face learning. The gap between

access to the ICT between the rich and the poor in developing countries is quite wide

(Venkatesh and Sykes, 2013). In a research work of Srivastava & Shainesh (2015), it was

found out that the set-up of the societies in these countries are grounded on compound

geographical spread and socioeconomic levels where most of the people lack an access to

basics such as education and healthcare, and this makes access to ICT less of a priority.

This means that stopping physical learning abruptly to introduce online learning from

home had a big effect on the poor. Similarly, considering gender-based differences,

females are more affected than their male counterparts which according to Cutter (2017)

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could have placed them among the have-nots considering at home, they are required to

participate in feminine gender roles such as caregiving, cleaning, and cooking.

Online Learning Usage

There are four major factors that should be considered while implementing online

learning and which influence its acceptance among the various stakeholders. The first

factor is accessibility. According to Park, (2009), online learning accessibility refers to

the level of ease with which students in an institution can receive and use the school’s

online learning system as an organizational factor. He says that to ensure high rates of

acceptance among students, schools must ensure that internet accessibility is high

enough, so the priority should be to provide students with access to computers and

internet connectivity. The next factor is appropriateness which refers to the fitness of

online learning to a student’s needs. d’Antoni (2002) affirmed that any e-learning

strategy that a school adopts should be best-fit to the needs of a student depending on

their academic level and other needs at the moment time of its implementation. In a study

on open educational resources and open content, Stewart et al. (2011) opined that a

comprehensive online learning for both the synchronous and asynchronous

communication modes makes sure that the implemented strategy is appropriate for all

learners. Synchronous teacher-learner and learner-learner communication is enhanced by

chatting techniques such as message and bulletin boards.

On the other hand, asynchronous communication is enhanced by the use of less

time-sensitive platforms such as emails. To formulate the most appropriate strategy, a

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school must be able to overcome barriers related to access such as electricity, internet

connectivity, and infrastructural redundancy (Laskaris et al., 2017). Thirdly, schools

should consider accreditation of the adopted strategies. Different strategies are guided by

the geographical location of a school; for instance, a school’s country of origin

determines the ease of implementation. Finally, affordability should be considered any

time there is an online learning implementation which is also influenced by the specific

location of a school.

With these factors in mind, researchers show that online learning implementation

in institutions of learning should be regarded as important educational reforms. The

above four factors show that effective and efficient implementation calls for huge

attention and care to see success. In a study looking into the factors which lead to

acceptance of ICT in classroom, Lawrence & Tar (2018) found out that successful

adoption of online learning requires that teachers and school heads become part of the

decision-makers. Their findings were in line with those of Baydas & Goktas (2016) and

Mirzajani et al. (2016) who believe that support from senior management plays a

significant role during the implementation process.

Similarly, in a review of Akkara & Mallampalli (2020), it was stated that e-

learning cannot happen in a vacuum as it needs two most important pillars-internet

connectivity and existence of the relevant infrastructure. Shehab & Khalifa (2021) carried

out a study to determine the challenges student nurses were facing while studying online.

In interviews with 25 students and educators, the researchers found out that Kurdistan

14
faces immense problems which requires that the region invests heavily to boost its

infrastructure to allow for the successful implementation of e-learning systems as the

public universities in the region relies on funding.

Due to these issues, researchers have identified that some schools have opted for

blended learning which requires less capital for implementation (Rassul & Wali, 2020;

Shabila et al., 2021). Blended learning means Albiladi & Alshareef (2019) stated that

students and educators both find blended learning to be better than pure online learning

or the traditional brick-and-motor learning. Nonetheless, universities in Kurdistan are

doing the best they can to implement online learning.

Pupils’ Awareness of Online Learning Platforms

Behaviour is strongly influenced by an individual's attitudes. Positive attitudes

result in positive behaviour and negative attitudes always cause negative behaviour

(Hazwani et al., 2020). This observation corresponds with the nature of students’

engagement with e-learning (online learning). Several studies have highlighted the

challenges and opportunities associated with e-learning during the pandemic (Mailizar et

al., 2020). Researchers endeavour to understand the benefits and obstacles that various

stakeholders involved in e-learning have experienced. Based on the work of Mailizar et

al. (2020), the student’s voice is a significant consideration in this context. Therefore,

further research is necessary to identify the challenges that restrict students’ abilities to

achieve their goals.

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 Hazwani et al. (2017) have concluded that students’ attitudes influence the

effectiveness of e-learning. Accordingly, students that are optimistic and enthusiastic will

not experience e-learning as an obstacle to their academic success. Adnan (2020) found

that students felt that conventional learning differed greatly from online learning.

Furthermore, students felt that face-to-face learning is crucial for effective learning, and

that group assignments are difficult to complete online.

According to Hazwani et al. (2020), not all students and organisations enjoy e-

learning. To ensure that e-learning can be used extensively, independently, and to the

greatest effect, it is important to identify which factors affect its use. E-learning also

demands that users be more self-motivated to learn. The findings of the previous study

are supported by Surjono et al. (2015), who state that e-learning can produce a flexible

and distributed learning system. Students will be able to choose the time and location in

which they study because they are not required to attend a certain place at a specific time.

Distributed learning describes a process whereby instructors, students and learning

materials are located in different areas so that students can learn the level of time and

place limitations.

The online learning models used during the COVID-19 pandemic equipped

students with knowledge in a similar way to face-to-face learning (Wildana et al., 2020).

However, online learning provides more experience will be the importance of process

learning that balances the development of time and technology based on self-regulatory

capabilities, which is definitely owned by each student. According to them, the

16
regulations enforced by the head of an educational institution are most important when

delivering online learning.

The availability of the internet and the cost of internet packages determine the

continuity of online learning. However, in practice, this study found that students

experienced limited internet access because of their geographical location, or as a result

of limited finances with which to purchase internet packages. Students’ level of literacy,

and their ability to access online learning, is also crucial to the effectiveness of online

learning. Hazwani et al. (2020) found that internet connection was the most significant

factor to influence the effectiveness of e-learning. Hazwani et al. (2020) contend that

management personnel need to improve dormitory areas to provide all students with

access to the internet. Internet connection must be moderate or good in order to suffice.

Moreover, students need to experience modern technologies in order to adapt to

current circumstances. Never using this application does not mean not having to take note

of technology. Students should familiarise themselves with various online applications so

that their knowledge is up-to-date. Digital technology is extremely useful and benefits

students that use it in a positive way (Hamimi, 2018). The spread of COVID-19 has

triggered the development of new pedagogical models and online learning applications to

facilitate the achievement of learning goals (Schneider & Council, 2020). In response,

innovation in the field of education should continue to ensure that this development does

not cease (Verawardina et al., 2020).

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 According to Nurul Haidah et al. (2020), students keep pace with social change

by adapting to the availability of new technologies. This adaptation is crucial, as modern

life is embedded in technology. Once these skills have been attained, students are able to

adapt regardless of their circumstances and respond to the emergence of new or familiar

problems. Consequently, students will possess a variety of technology skills that they can

apply in the future. This initiative has encouraged the use of ICT and social media

applications as an important platform to help teenagers and students engage in remote

learning. These initiatives and recommendations prioritise students that will take

important examinations, such as the SPM, PT3 and UPSR, which impact the instructions

introduced during the CMCO. However, the existence of social media and modern

communication applications still allows teachers to direct students’ online learning

experiences (Nor Shela & Mohd Shafi 2020).

Pupils’ Utilization of Online Learning Platforms

According to Ratheeswari (2018), in the digital age, the use of Information and

Communications Technology (ICT) allows students to learn and apply the skills that they

need in the 21st Century. Furthermore, online learning is the best medium by which to

ensure the continuity of students’ learning during the COVID-19 pandemic (Ariffin et al.,

2020; Fauziana, 2020; Mansor et al., 2021; Raheim, 2020; Samat et al., 2020).

Pusvyta Sari (2015) affirmed that online learning is an alternative pedagogy for

the era of technological development and communication, and students in particular need

to adapt. As viewed by Mat Dawi et al. (2016), in the midst of globalisation and the

18
advancement of ICT, technology-based and online learning is highly encouraged. The

management of pedagogical processes should be conducted creatively and undergo

innovation to facilitate interaction between teachers and students. By interacting online,

instructors and educators remain connected with their students notwithstanding being in

different locations (Hussin, 2017).

Technology-based teaching and learning techniques should be applied within

schools and universities by public or private agencies. These methods should be

implemented in accordance with the requirements of digital learning, and participants

should experience constant interaction without the need for face-to-face communication

(Duff, 2008). Various educational technology should be employed to ensure that students

feel excited to learn, and to resolve any discrepancies between the consistency of

students’ learning experiences online, as opposed to face-to-face.

Interactive online learning allows students to uncover new information by

exploring digital libraries and websites. As further technologies are introduced to the

field of education, distance learning facilitates the global dissemination of information

and knowledge (Hasifah, 2020). She contends that online learning is important because it

can enable more effective self-learning. Students can choose the time they spend, the

content they learn, and the direction of their learning. Students also have the opportunity

to revisit challenging topics until they feel confident in their understanding. Furthermore,

online learning allows students to study in a “safe” environment, without experiencing

embarrassment about asking questions.

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 According to Harrison (2018), young children can access pictures and videos,

navigate 'Youtube', and interact and participate in games and digital applications that are

suited to their age. Generations Y and Z evidently possess the greatest experience of ICT

facilities, thereby making it easier for these groups to utilise online learning. According

to Fauziana (2020), students can revisit their lessons by re-watching recordings made by

the educator, and obtain information from books or using the internet to strengthen their

knowledge.

Educators and students can also conduct bilateral communication, as messages

can be exchanged during a lecture using the meeting software’s chat column, 'Whatsapp',

'Telegram', video calls or phone calls. Students can also review their lessons using

Education TV on DIdikTV channels. This is particularly useful for students expecting to

take the following examinations: the Form 5 Malaysia Certificate of Education (SPM),

the Form 3 Assessment Test (PT3) and the Standard 6 Primary School Assessment Test

(UPSR).

Challenges of Online Learning Platforms

The online learning that most countries implemented was supposed to serve all

students equally. When it comes to technology, Orlando and Attard (2015) stated that

“teaching with technology is not a one size fits all approach as it depends on the types of

technology in use at the time and also the curriculum content being taught”. This means

that the incorporation of technology provides additional factors for consideration in terms

of teaching pedagogy and construction of learning experiences.

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 Despite this, it is “often taken for granted that technologies can ‘enhance

learning’ (Kirkwood & Price, 2014) with the prevailing assumption becoming that

technological incorporation, learning enhancement, and student engagement are mutually

and inextricably linked. However, in creating individually tailored differentiated

instruction for each learner within and across each cohort, additional workload pressures

on those seeking to engage with the online environment can be created as teaching staff

seek to respond, often reactively, to the individual learning and engagements needs of

each cohort.

The problems with a “one size fits all” approach are particularly highlighted in

collaborative learning tasks (group work) where individual differences between and

across cohorts can be highlighted. This may be because the generalised pedagogical

assumptions associated with collaborative learning tasks are often applied to the online

environment where there may be less focus on the delivery and more attention to the

task/content (Graham & Misanchuk, 2004).

Therefore, the assumption that students will both know and be able to work in

groups regardless of mode prevails through a seemingly universal one-size-fits-all

application. In addition to the typical challenges that students can experience in group

activities regardless of mode, the online environment presents added challenges for the

external or isolated learner particularly through considerations around their engagement,

access, community, and support. In reflecting on a lecturer’s perspective for facilitating

learning online, this paper offers strategies for those preparing to teach in an online

21
environment focused around pedagogical strategies for supporting learners through the

development and facilitation of group presentation collaborative learning activities.

Based on several years of experience, the following insights are provided to

encourage those with uncertainty or inexperience in facilitating an online learning

environment a starting point so that they can understand and support their learners. The

learning process has already been disrupted and there are possibilities that the overall

school performance across the region will also be greatly impacted for a considerable

period. The impact on the academic performance stems from the massive and abrupt

closure of schools. From the definition of learning provided above, it is clear that schools

not only equip students with academic knowledge but also with values needed outside the

school. An abrupt closure of schools means denial of all skills and knowledge that

schools offer besides what can be offered virtually. The impact is also disproportionally

felt more among students from poor backgrounds.

The new pedagogical techniques adopted were critiqued by various entities who

believed that it was impossible to integrate online learning in Kurdish schools with the

income inequality facing the region. Most of the parents whose children attend public

schools were opposed to the government’s move to promote online learning (Barznjy,

2020). Teachers, parents, students, and other stakeholders believed that the education is

not technology-based which meant a slow integration and acceptance of virtual learning.

However, the resistance was not all because of the low technology

implementation. For instance, virtual learning requires that a teacher keeps in touch with

22
the students while monitoring their educational progress which proved to be difficult

because of minimal training that the teachers have. Barznjy (2020) believes that such

moves are only possible for private schools which could access international tutors to

follow and guide the students through the process. However, the pedagogical processes in

public schools was at stake.

Despite the challenges, the government went ahead to normalize virtual learning

and push for remote learning in most schools across the region. Over the months that the

lockdown was still on, teachers continued to apply both synchronous and asynchronous

learning and in no time, some schools coped with the educational requirements. These

institutions provided learning materials through the use of electronic resources with an

array of learning materials made available remotely. Though with immense critics, the

initiatives were praised by many stakeholders in the education sector since home-based

learning and virtual schooling concepts were highly accepted later on.

Both the economic and social costs were experienced in the whole region, but

disproportionately, with marginalized learners experiencing the most devastating

impacts. This was particularly the case for the female students from the marginalized

communities and refugee camps such as Makhmour as well as those with disabilities.

This was not unique but throughout the whole world where marginalized students were

noted to be affected disproportionately in many countries-developed, undeveloped, and

developing (Mehall, 2020).

23
 Leaning through the mediation of education technology, therefore remains

unreachable for many children leaving in disadvantaged neighborhoods because of the

issues with connectivity. In addition to the issue of internet connection, the country also

faces a huge issue with electricity especially in rural villages.

Empirical Studies on Pupils’ Awareness and Utilization of Online Learning

Platforms

In a research work of Paul, Albert, Bradford, & Valentina (2017) which was titled

the awareness and use of electronic learning platforms: A case of a Developing Country.

E-learning is seen as a potent option for mass education globally. Consequently,

institutions are hastily adopting it to meet the 21st century education demands, often

without recourse to considering the antecedents that promotes the success or otherwise of

this mode of instruction. In view of this, the study investigates the awareness and use of

e-learning platforms in some selected senior high schools in the Accra metropolitan area

of Ghana with emphasis on parameters such as perception, training, accessibility, and

infrastructural availability. Questionnaire was used to sample 303 respondents in this

descriptive survey. Linear regression analysis and correlation were used on participants’

training, motivation and computer availability in relation to perception, e-learning usage

and awareness of e-learning implementation. The findings suggest participants know of

e-learning and e-learning platforms but lacked adequate training. The computer literacy

was low and most schools lacked adequate ICT laboratories and reliable internet

negatively affects e-learning adoption. The major mode of internet access was the mobile

24
phones. Students had a positive perception of e-learning and its adoption. The study

recommends among other things that the Ghana Education Service train and educate

teachers and students on e-learning to enhance their use and/or development of e-learning

platforms. Furthermore, it should provide properly furnished ICT laboratories enhance

accessibility and e-learning.

Also, Ugwu et al (2015) in their study on an assessment of awareness and use of

e-learning resources by secondary school teachers in the North Eastern State of Yobe,

Nigeria. The research was carried out to assess the level of awareness and use of e-

learning resources by secondary school teachers in Yobe state. The study adopted a

survey method. A total of two hundred and forty (240) respondents were selected from

two secondary schools in each of the three geo-political zones in the state. A self-

developed questionnaire was used to obtain response from the respondents. Three

research assistants domiciled in each of the zones were used in the issuance and

collection of the questionnaires. The result of the study showed that a number of the

teachers are not computer literate and are not aware of e-learning resources. The few who

are aware and could access e- learning resources are confronted with problems such as

lack of internet facilities, poor network, and high cost of e-learning facilities. The study

recommended the installation of internet facilities in in secondary schools, provision of e-

libraries, creation of awareness about e-learning resources and compulsory training of

teachers in computer literacy.

25
 Furthermore, Zacchaeus, Joel, & Esther (2021) carried out an investigation on e-

learning utilization during COVID-19 Pandemic lockdown in Southwestern Nigeria. At

its peak, the COVID-19 pandemic in Nigeria forced the country into a social lockdown

that prevented all normal activities including education. The Nigerian Ministry of

education and other educational institutions in Nigeria introduced e-learning during the

pandemic lockdown. The e-learning activities were carried out with many challenges

faced by institutions’ management, ICT staff, lecturers, and students alike. The focus of

this paper is to investigate the e-learning utilization during the period of COVID-19

lockdown. In carrying out this research, the survey approach was employed to generate

data for the study in the South-West of Nigeria. This was achieved through the

circulation of copies of a questionnaire electronically after personal interviews with

certain personnel. The population sample for the study comprised students from the

South-West part of the country while the respondents were from various tertiary

institutions and locations in the area. The results showed that e-learning was employed

for various aspects of learning including lectures (87.7%), quizzes (37.8%), assignments

(69.6%), practical classes (15.2%) and examination (17.4). A total of 88% of respondents

indicated understanding of the concept of e-learning while only 12% outrightly indicated

they did not understand the concept. Only 9.2% of the respondents have 100%

concentration during the online classes. Over 70% of the whole sample was apathetic to

online learning while only 9.3% prefer it to traditional teaching. The study revealed that

26
educational stakeholders should improve upon and extend the gains of e-learning during

to take fuller effect post-COVID-19.

Additionally, Olibie et al (2014) carried out a survey on awareness of virtual

learning among students of two Nigerian universities: curriculum implications. This

study investigated the extent of awareness of virtual learning among students in two

public universities in Anambra State. Guided by two research questions, a sample of 640

year three students was used. The survey research design was used. A researcher-

developed questionnaire titled “Virtual Learning Awareness Questionnaire” (VLAQ) was

used to collect data. The findings indicated that a greater percentage of the students were

unaware of what constitutes virtual learning and its’ benefits. There were also differences

between male and female students’ awareness of what constitutes virtual learning and its

benefits. The findings imply that the students lacked much knowledge of what virtual

learning entails and the benefits to their curriculum offerings. Consequently, they are not

likely to highly engage in virtual learning to enrich their course curriculum. This could

limit their global participation and make them lag behind other students in the

international arena. Besides, the extent of awareness was higher for female than male

students. There is the implication that this trend would result in gender gap in virtual

learning against male students in the future. It was recommended that efforts should be

made to improve virtual learning of students and such efforts would need to be targeted

at reducing any gender gap and integrating virtual activities in curriculum delivery.

27
 Conclusively, Pallavi et all (2022) conducted a research on an empirical study on

effectiveness of e-learning over conventional class room learning – A case study with

respect to online degree programmes in higher education. Learning and teaching domains

are going on major higher education companies of e-learning Ideas and practices changes

due to quick acceptance. Many universities all over the world are now beginning to offer

Internet-based courses that complement classroom-based courses. Online courses offer

learners various such as benefits facilities, Teachers, and other close to students to serve

flexibility and opportunities from various schools or around the world. The education

system and mode of education are changing over the period of time. In instructional

technology Innovations often are implemented in traditional ways. TV significantly

changes the way people learn, and it stays that way Existing instruction by providing a

speaking head as an instructional tool built into the paradigm for sending information to

students. Active learning, Cooperative learning, Project-based teaching and despite such

educational innovations contextual face-to-face instruction in learning changed character,

online courses tend to develop more traditional concepts Learning. Mostly an online

course's primary objective is to transfer information from the Instructor to the student

accessing information to students and expecting them to prove their learning in an exam.

The development of online instruction programs for online course developers raises an

interesting question. Online study designers follow the traditional methods or incorporate

online programs' innovative approaches. Primary factors behind the use of online

learning improve the quality of education, and also improve the cost-effectiveness of

28
education by reducing costs. Face-to-face Online learning is used successfully with

positive effects on career and education. A geographically distributed team within an

organization can simultaneously train their skills through online sites and gain greater

Competitiveness. Online learning can be beneficial because Students at their own

pace can learn through online products. Virtual classrooms are available anywhere with

an Internet connection, take advantage of this great way to travel. Online learning

comprises of both hybrid/ bended learning (comprises traditional face-to face classes,

learning over the internet and learning supported by other technologies) and purely online

learning is competing for course delivery through the internet. Due to its flexible and

user-friendly features, online learning has been gaining attention from learners and

education institutions. Learning is self-phased and effectiveness of learning is achieved if

it fulfills the learners' expectation in imparting knowledge, uninterrupted support from

the instructor whenever needed, disbursement of the learning materials, communication,

and motivation. The objectives of this paper are to study the effectiveness of e-learning

compared to conventional classroom learning.

The study also showed that a major portion of learners cannot set time for study,

homework, and assignments completion. The institutions along with the routine learning

can also include sessions for motivation, a sense of accountability, and responsibility

which may enhance discipline among learners. A significant portion of learners feels that

online learning will not enhance the sense of belongingness. The institutions can create

provisions at the campus for the e-learners to meet up occasionally for the interaction

29
between learners and faculties. A portion of E-learners feels that the learning material in

e-learning is not effective as that of conventional mode.

Appraisal of the Literature Reviewed

Paul, et al (2017) carried out a research work on the awareness and use of

electronic learning platforms. They posited that online learning is a potent option for

mass education globally. Consequently, institutions are hastily adopting it to meet the

21st century education demands, often without recourse to considering the antecedents

that promotes the success or otherwise of this mode of instruction. The study investigates

the awareness and use of e-learning platforms in some selected senior high schools in the

Accra metropolitan area of Ghana with emphasis on parameters such as perception,

training, accessibility, and infrastructural availability. It was reported in their findings

that participants know of online learning platforms but lacked adequate training. The

computer literacy was low and most schools lacked adequate ICT laboratories and

reliable internet negatively affects online learning adoption. Despite the uniqueness of

their work, the study area did not capture the present study area and as well their study

was focused on higher institution students instead of the primary school pupils which is

the focus of the present study. This then create a research gap to be filled by the

researcher.

Also, Ugwu et al (2015) in their study on an assessment of awareness and use of

e-learning resources by secondary school teachers in the North Eastern State of Yobe,

Nigeria. The research was carried out to assess the level of awareness and use of e-

30
learning resources by secondary school teachers. The result of their study showed that a

number of the teachers are not computer literate and are not aware of e-learning

resources. And the few who are aware and could access e-learning resources are

confronted with problems such as lack of internet facilities, poor network, and high cost

of e-learning facilities. This study, despite its assessment of awareness and use of e-

learning resources, it was focused on the teachers and in Yobe State which another

location different from the present location is. This created a research gap to be filled as

the present study deals mainly with primary school pupils.

Many researchers have carried out numerous research work on teachers’ use of

online learning for effective teaching, teachers’ level of awareness of online learning

platforms to mention but a few but the study that focus on the assessment of pupils’

awareness and utilization of online learning platforms is either scanty or not in existence.

This has created a wide research gap to be filled on the awareness and utilization of

online learning platforms among primary school pupils in Oluyole Local Government

Area, Oyo State.

CHAPTER THREE

METHODOLOGY

31
 In this chapter, the researcher describes the method adopted for this study under

the sub- heading below:

a. Research Design

b. Population, Sample and Sampling Techniques

c. Instrumentation

d. Procedure of Data Collection

e. Data Analysis Techniques

Research Design

This study adopts a descriptive survey method. A survey method is a data

collection tool used to gather information about individuals, collected self- report data

from study participants. Survey is considered appropriate for this study because it

involved direct contact with the samples that are relevant to the investigation. Therefore,

the descriptive survey method was adopted since the study would be carried out to assess

the awareness and utilization of online learning platforms among primary school pupils

in Oluyole Local Government Area, Oyo State, Nigeria.

Population, Sample and Sampling Techniques

The study covers all registered basic schools in Oluyole Local Government Area,

Oyo State, where the focus of the study would be all middle basic schools in the LGA,

both private and government owned schools. According to Oyo State Education Reform

2022, there exist 72 basic schools in Oluyole Local Government Area, Oyo State both

private and public. The study focused on the the pupils across all the middle basic

32
schools as the study population. A sample of 150 pupils will be randomly selected across

ten (10) basic schools randomly selected; that is 15 pupils from each sampled school.

Thus, a total sample of 150 pupils from both government-owned and private basic

schools will be selected as the participants for the study. To elicit vital information from

the respondents, researcher designed questionnaires titled Pupils’ Level of Awareness of

Online Learning Platforms (PLAOLP) and Pupils’ Level of Utilization of Online

Learning Platforms (PLUOLP) would be used with clear information for the respondents.

Instrumentation

Researcher designed questionnaires titled researcher designed questionnaires

titled Pupils’ Level of Awareness of Online Learning Platforms (PLAOLP) and Pupils’

Level of Utilization of Online Learning Platforms (PLUOLP) would be adopted to obtain

valid information for the study. The questionnaire would be designed with clear

instruction for the respondents, and would comprises (3) sections; A, B and C. Section A

comprises the demographic data of the respondents, while section B and C comprise data

on pupils’ level of awareness of online learning platforms, and pupils’ level of utilization

of online learning platforms in primary schools in Oluyole Local Government Area, Oyo

State.

In order to ensure the validity of the instruments, face and content validity would

be used where the items on the questionnaire and would be checked against the research

purposes. An expert judgment would also be sought from the supervisors and two other

lecturers from the department who will assist in the validation of the instruments.

33
 To measure the reliability of the tool, the researcher would assign some copies of

the instrument to some respondents. In this case, twenty-two (22) copies of the

instrument would be administered on the representative and the scores would be tested

against the instrument to ensure its reliability using Cronbach Alpha.

Procedure for Data Collection

The researcher will collect letter of introduction from the Institute of Education,

University of Ilorin. The letter will be tendered to Head-teachers of selected primary

schools. After the permission is granted and date fixed, the researcher would meet the

personnel from the appropriate quarters for data gathering.

Data Analysis Techniques

The data collected from the respondents will be analysed using descriptive

statistic. Frequency count and percentage would be used for respondents’ demographic

data, mean and standard deviation would be used to answer the research question raised,

while Chai-Square will be used to test the hypotheses formulated.

CHAPTER FOUR

RESULTS

34
Introduction

This study is concerned with an assessment on the awareness and utilization of

online learning platforms among primary school pupils in Oluyole Local Government

Area, Oyo State. The data collected were analysed using Statistical Package for Social-

Sciences (SPSS 23.0). The result of the analysis presented below:

Demographic Description of Respondents

This section describes demographic characteristics of the respondents using

frequency counts and percentage as illustrated below:

Table 1: Frequency and Percentage Distribution of respondents based on gender.

Gender Frequency Percentage (%)
Male 82 54.7
Female 68 45.3
Total 150 100
Table 1 showed that out of 150 respondents that participated in this study, 82

(54.7%) were male, while 68 (45.3%) were female. From this, it can be deduced that

majority of the respondents are male pupils.

Answering the Research Questions

Two research questions were generated and were answered with the use of mean

and standard deviation. The results were presented in the table below:

Research Question 1: What is the level of awareness of primary school pupils on online

learning platforms in Oluyole LGA, Oyo State?

35
 In other to decide on the level of awareness of primary school pupils on online

learning platforms in Oluyole LGA, the total responses of each of the pupils

(respondents) which was in discrete data were converted to continuous data and were

summed up, having a total minimum of 10, maximum of 40 and the range of 30. This

was categorized into three categorical form, which are (Low, Average, and High) level

and the cut-off was 10. Scores between 10 – 20, 21 – 30, and 31 – 40 were categorized as

Low, Average and High level of awareness of primary school pupils on online learning

platforms in Oluyole LGA. The result is presented in the table below;

Table 2: Summary of the level of awareness of primary school pupils on online

learning platforms.
Ranges f % Remarks
10 – 20 19 12.7% Low
21 – 30 44 29.3% Average
31 – 40 87 58.0% High
The above table revealed that 19 (12.7%) of the total responses showed low level

of awareness, 44 (29.3%) of the total responses showed average level of awareness, while

87 (58.0%) of the total responses showed high level of awareness. This revealed that

majority (58.0%) of the responses from the pupils showed high level of awareness of

online learning platforms. It can therefore be concluded that there is high level of

awareness of online learning platforms among primary school pupils in Oluyole Local

Government Area, Oyo State.

36
Research Question 2: What is the level of utilization of online learning platforms among

primary school pupils in Oluyole LGA, Oyo State?

In other to decide on the level of utilization of online learning platforms among

primary school pupils in Oluyole LGA, the total responses of each of the pupils

(respondents) which was in discrete data were converted to continuous data and were

summed up, having a total minimum of 10, maximum of 40 and the range of 30. This

was categorized into three categorical form, which are (Low, Average, and High) level

and the cut-off was 10. Scores between 10 – 20, 21 – 30, and 31 – 40 were categorized as

Low, Average and High level of utilization of online learning platforms among primary

school pupils in Oluyole LGA. The result is presented in the table below;

Table 3: Summary of the level of utilization of online learning platforms among

primary school pupils.
Ranges f % Remarks
10 – 20 24 16.0% Low
21 – 30 79 52.7% Average
31 – 40 47 31.3% High
The above table revealed that 24 (16.0%) of the total responses showed low level

of utilization, 79 (52.7%) of the total responses showed average level of utilization, while

47 (31.3%) of the total responses showed high level of utilization. This revealed that

majority (79.7%) of the responses from the pupils showed average level of utilization of

online learning platforms among primary school pupils. It can therefore be concluded

37
that there is average level of utilization of online learning platforms among primary

school pupils in Oluyole Local Government Area, Oyo State.

Testing the Hypotheses

Two research hypotheses were formulated to guide the study and would be tested

using Chai-Square

HO1: There is no significant difference in the level of awareness of online learning

platforms among primary school pupils based on gender

Table 4: Summary table significant difference in the level of awareness of online

learning platforms among primary school pupils based on gender
Level of Awareness
Low Average High Total df Value Sig Decision
Gender Male 13 29 40 82 2 1.91 .38 Not Significant
Female 11 31 26 68 2
Total 24 60 66 150 1
From table 4 above, result shows cal. value = 1.91, degree of freedom (2). The

null hypothesis is accepted since the significant value of 0.38 is greater than 0.05 of

Alpha level. This means that, gender does not determine pupils’ level of awareness on

online learning platforms. This implies that, the level of awareness of male pupils is not

different from their female counterpart. Therefore, the null hypothesis above which stated

that there is no significant difference in the level of awareness of online learning

platforms among primary school pupils based on gender is thereby accepted.

HO2: There is no significant difference in the level of utilization of online learning

platforms among primary school pupils based on gender

38
Table 5: Summary table significant difference in the level of utilization of online
learning platforms among primary school pupils based on gender
Level of Utilization
Low Average High Total df Value Sig. Decision
Gender Male 14 37 31 82 2 1.27 .04 Significant
Femal 12 27 29 68 2
e
Total 26 64 60 150 1
From table 4 above, result shows cal. value = 1.27, degree of freedom (2). The

null hypothesis is rejected since the significant value of 0.04 is greater than 0.05 of Alpha

level. This means that, gender does determine pupils’ level of utilization on online

learning platforms. This implies that, the level of utilization of male pupils is different

from their female counterpart. Therefore, the null hypothesis above which stated that

there is no significant difference in the level of utilization of online learning platforms

among primary school pupils based on gender is thereby rejected.

Summary of Findings

Findings from this study revealed that:

1. There is high level of awareness of online learning platforms among primary

school pupils in Oluyole Local Government Area, Oyo State.

2. There is average level of utilization of online learning platforms among primary

school pupils in Oluyole Local Government Area, Oyo State.

3. There is no significant difference in the level of awareness of online learning

platforms among primary school pupils based on gender.

39
4. There is significant difference in the level of utilization of online learning

platforms among primary school pupils based on gender.

CHAPTER FIVE

40
 DISCUSSIONS, CONCLUSION AND RECOMMENDATIONS

Introduction

This research work was carried out to assess the awareness and utilization of

online learning platforms among primary school pupils in Oluyole Local Government

Area, Oyo State. The assessment was to examine the level of awareness of online

learning platforms among primary school pupils, level of utilization of online learning

platforms among primary school pupils, to ascertain whether there significant difference

in the level of awareness of online learning platforms among primary school pupils based

on gender, to ascertain whether there significant difference in the level of awareness of

online learning platforms among primary school pupils based on gender in Oluyole LGA.

The study was carried out through the use of questionnaires which were administered to

the pupils from selected basic schools in Oluyole Local Government Area, Oyo State.

Therefore, this chapter discussed the findings of the study, draws conclusions, makes

recommendations based on the study and suggestions for further studies.

Discussions

It was revealed from the findings that there is high level of awareness of online

learning platforms among primary school pupils in Oluyole Local Government Area,

Oyo State. This was seen from the pupils’ responses to all the items on the list where it

was clearly revealed that the primary school pupils are very much aware of the online

learning platforms. This is because of the significant of the online learning platforms

41
different from the traditional learning methods. It was discovered that as a result of the

advent of ICT in education, it has made the use of online learning platforms more

accessible and easy to use. This corroborates with the assertion of Lawrence and Tar

(2018), where it was asserted that students that are optimistic and enthusiastic will not

experience e-learning as an obstacle to their academic success. Adnan (2020) found that

students felt that conventional learning differed greatly from online learning.

Furthermore, students felt that face-to-face learning is crucial for effective learning, and

that group assignments are difficult to complete online.

More so, the findings made it known clearly that there is average level of

utilization of online learning platforms among primary school pupils in Oluyole Local

Government Area, Oyo State. This was seen from the pupils’ responses to all the items

on the list where it was clearly revealed that the primary school pupils sometimes make

use of online learning platforms. This is because of the significant of the online learning

platforms different from the traditional learning methods. It was discovered that as a

result of the advent of ICT in education, it has made the use of online learning platforms

more accessible and easy to use. This corroborates with the assertion of Pusvyta Sari

(2015), which affirmed that online learning is an alternative pedagogy for the era of

technological development and communication, and students in particular need to adapt.

He further stated that in the midst of globalization and the advancement of ICT,

technology-based and online learning is highly encouraged. The management of

pedagogical processes should be conducted creatively and undergo innovation to

42
facilitate interaction between teachers and students. By interacting online, instructors and

educators remain connected with their students notwithstanding being in different

locations.

Furthermore, the findings above revealed that there is no significant difference in

the level of awareness of online learning platforms among primary school pupils in

Oluyole Local Government Area, Oyo State based on gender. This was revealed by the

significant value of the response 0.38 which is greater than the alpha value of 0.05. This

shows that gender does not determine pupils’ level of awareness on online learning

platforms. This implies that, the level of awareness of male pupils is not different from

their female counterpart. Therefore, it was concluded that the there is no significant

difference in the level of awareness of online learning platforms among primary school

pupils based on gender in Oluyole Local Government Area, Oyo State.

In addition, it was revealed from the findings above that there is significant

difference in the level of utilization of online learning platforms among primary school

pupils in Oluyole Local Government Area, Oyo State based on gender. This was revealed

by the significant value of the response 0.04 which is less than the alpha value of 0.05.

This shows that gender does intervene in pupils’ level of utilization of online learning

platforms. This implies that, the level of utilization of online learning platforms among

male pupils is different from their female counterpart. Therefore, it was concluded that

the there is significant difference in the level of utilization of online learning platforms

43
among primary school pupils based on gender in Oluyole Local Government Area, Oyo

State.

Conclusion

It was concluded from the findings above that, there is high level of awareness of

online learning platforms among primary school pupils in Oluyole Local Government

Area, Oyo State, and there is average level of utilization of online learning platforms

among primary school pupils in Oluyole Local Government Area, Oyo State. Also, the

finding revealed that there is no significant difference in the level of awareness of online

learning platforms among primary school pupils based on gender, but there is significant

difference in the level of utilization of online learning platforms among primary school

pupils based on gender in Oluyole Local Government Area, Oyo State.

Recommendations

Based on the results of the findings and the conclusion above, the following

recommendations are hereby proffer;

1. Pupils should be made aware of the benefits of online learning platforms so as to

make good use of it.

2. Primary school pupils should be enlightened and encouraged on the perfect utiliz-

ation of online learning platforms to as to increase their level of ICT knowledge.

3. Awareness level of the pupils should be increased without being gender biased.

4. Pupils should be trained on the best methods on online learning utilization

without being gender biased.

44
Suggestion for Further Studies

This research was conducted mainly to assess awareness and utilization of online

learning platforms among primary school pupils in Oluyole Local Government Area,

Oyo State. It may be necessary for further research to be conducted on factors

influencing the utilization of online learning platforms among primary school pupils in

other Local Government Areas of Oyo State, other States, and in Nigeria at large.

45
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 Appendix
QUESTIONNAIRE ON THE AWARENESS AND UTILIZATION OF ONLINE
LEARNING PLATFORMS AMONG PRIMARY SCHOOL PUPILS IN
OLUYOLE LOCAL GOVERNMENT AREA, OYO STATE.
.
Dear Respondent,
This questionnaire is designed to assess the awareness and utilization of online
learning platforms among primary school pupils in Oluyole Local Government Area,
Oyo State. You are requested to freely respond to the items below by ticking (√) as
appropriate. Your respond will be treated with strict confidentiality and used only for this
study.
Thanks for your cooperation.
SECTION A

GENDER: Male ( ) Female ( )

SECTION B

Pupils’ Level of Awareness of Online Learning Platforms

VT = Very True T = True U = Untrue VU = Very Untrue
S/N ITEMS VT T U VU
1 I think online learning is more attractive than face-to-face
classroom learning
2 I intend to continue using online learning platforms for
education purpose
3 The new online learning technology is easy and quick to
adopt
4 I think the existing functions of the online learning
platform can meet my learning need
5 The supporting modules given for the content of online
learning are simple to understand

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 6 The online learning enhances motivation and learning
styles.
7 I am aware that The online learning enables the instructor
to conduct precise summative assessments
8 I prefer to learn via e-learning platforms rather than
offline classrooms
9 I am very satisfied with the online learning platform
10 Online learning enhances motivation and learning styles

Pupils’ Level of Utilization of Online Learning Platforms

VT = Very True T = True U = Untrue VU = Very Untrue
S/N ITEMS VT T U VU
1 I find e-learning technology very useful for learning the
online courses
2 The features of the Moodle e-learning platform are easy to
use
3 I find online learning platform highly effective for sharing
educational information.
4 I have a high expertise in using computer for learning
5 Using online learning platform helps me in exchange of
educational information with peers.
6 Online learning platform has favoured my personal
relationships with my peers and teachers.
7 Online learning platform gives me opportunity to explore and
learn new things independently
8 Online learning platform helps me to develop research skills
through peer.
9 I am not too conversant with the online learning platform
because I have no access to ICT tools
10 I am very conversant with the use of ICT tools when it comes
to online learning

53