TEACHERS’ COMPETENCIES AND CONSTRAINTS IN THE IMPLEMENTATION OF E-LEARNING IN PHYSICS IN COVID-19 PANDEMIC ERA

Deborah. T. A. Obafemi, Temitope S. B. Aderonmu

Abstract


The study investigated teachers’ competencies and constraints in the implementation of e-learning in Physics in the pandemic COVID-19 era. The study adopted the mixed-method research design, specifically descriptive survey and exploratory analysis. The purposive sampling technique was used to select a sample of 66 secondary school Physics teachers in secondary schools in Port Harcourt and Obio-Akpor Local Government Areas of Rivers State. The research instruments were Basic e-Learning Implementation Competencies and Constraints Questionnaire (Be-LICCQ) (r = 0.82) and the Structured Interview Template on e-learning (SITe-L). Data were analyzed using Mean. The study revealed that Physics teachers lack basic competencies in utilizing e-learning facilities in secondary schools. Several constraints were identified by Physics teachers such as inadequate technical support, teachers’ resistance to e-learning adoption, epileptic power supply, poor internet connectivity, and administrative barriers among others. The study, therefore, recommends training and retraining of Physics teachers in other to empower them with the skills needed for the implementation of e-learning in Physics, especially in the pandemic era.

 

Article visualizations:

Hit counter


Keywords


e-learning, competencies, constraints, physics, physics teaching, COVID-19 pandemic.

Full Text:

PDF

References


Ajegbelen, A. J. (2017). Challenges to e-learning in public schools in Edo state in the 21st Century. International Journal of Education and Practice, 5(7), 110-117.

Akpabio, M. E., Ogiriki, I. B. (2017). Teachers’ use of Information and Communication Technology (ICT) in teaching English language in senior secondary schools in Akwa Ibom State. Equatorial Journal of Education and Curriculum Studies, 2(2), 28-33.

Babaev, D., Saipidinova, B., Babaeva, A., Alieva, B. and Abdullaeva, Z. (2020). Information and Communicative Competence Development in Prospective Teachers. Creative Education, 11, 2867-287.

Cuhadar, C. (2018). Investigation of pre-service teachers’ levels of readiness to technology integration in education. Contemporary Educational Technology, 9(1), 61–75.

Emergency Working Group on Education (2020). Nigeria Education Sector COVID-19 Response Strategy in North East. Retrieved from https://resourcecentre.savethechildren.net/document/nigeria-education-sector-covid-19-response-strategy-north-east/

Empirica (2006). Benchmarking access and use of ICT in European schools 2006: Final report from Head Teacher and Classroom Teacher Surveys in 27 European countries. Germany: European Commission.

Eze, S, C., Chinedu-Eze, V. C. & Bello, A. O. (2018). The utilization of e-learning facilities in the educational delivery system of Nigeria: A study of M-University. International Journal of Educational Technology in Higher Education, 15 (34), 1-20.

Federal Republic of Nigeria (2014). National Policy on Education. Lagos: NERDC Press.

Fischler, A (2021). Mixed methods. Retrieved from https://education.nova.edu/Resources/uploads/app/35/files/arc_doc/mixed_methods.pdf

Husain, N. (2010). Teacher Competencies for the Use of Information Communication Technology. Retrieved from https://www.researchgate.net/publication/273063487

Ikeh, F. E., Chinyere, F. U., Ajah, V & Owolaw, O. (2020). Adapting to e-learning teaching during Covid-19 school closure: It’s the effect on Physics students’ achievement. International Journal of Research and Innovation in Social Science, 4(12), 67-70.

Kisanga, D. & Ireson, G. (2015). Barriers and strategies on the adoption of e-learning in Tanzanian higher learning institutions: Lesson for adopters. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 11(2), 126-137.

Kopp, M., Gröblinger, O., & Adams, S. (2019). Five common assumptions that prevent digital transformation at higher education institutions. INTED2019 Proceedings, March 11–13, 1448–1457.

Li, C & Lalani, F. (2020). The COVID-19 pandemic has changed education forever. This is how. Retrieved from https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/

Malinina, I. (2014). ICT competencies of foreign languages teachers. Social and Behavioural Science, 182, 75-80.

Okoro, P. (2021). Constraints and prospects of e-learning in universities as perceived by Business education lecturers in South-South Nigeria. Library Philosophy and Practice (e-journal) 5004, 1-15. Retrieved from https://digitalcommons.unl.edu/libphilprac/5004

Udoh, A. O. (2010). Influence of teacher competence and availability of resources on the application of ICT to the teaching of Physics in SSS. Multidisciplinary Journal of Research Development, 15(4), 1-8.

WAEC (n.d). WAEC Chief Examiner’s Report for 2016-2019. http://www.waecgh.org/examiners-report




DOI: http://dx.doi.org/10.46827/ejoe.v7i1.4242

Refbacks

  • There are currently no refbacks.


Copyright © 2016-2023. European Journal of Open Education and E-learning Studies (ISSN 2501-9120) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).