ABSTRACT
This study investigates the impact of electronic platforms on classroom teaching in Agege Local Government, Lagos, Nigeria. With the rapid integration of digital tools into education, particularly in developing regions, understanding their influence on classroom performance has become essential. The study focuses on five specific platforms Coursera, Alison, Microsoft Teams, Google Classroom, and YouTube and evaluates their effects on teaching effectiveness in senior secondary schools.
A descriptive research design was adopted, targeting all senior secondary school teachers within the local government. Using simple random sampling, 10 schools out of 50 were selected, and 5 teachers from each school were sampled, representing 20% of the population. Data were collected through surveys and analyzed using descriptive statistics and Chi-Square statistical techniques to test the hypotheses.
The findings reveal that platforms like Microsoft Teams and Google Classroom significantly enhance classroom performance. Microsoft Teams, with its collaborative features and integration capabilities, demonstrated a strong positive influence on teaching effectiveness. Similarly, Google Classroom proved effective in fostering engagement and interactive learning environments. YouTube, as a supplementary tool, enhanced teachers’ ability to provide multimedia resources, thus enriching the learning experience. However, Coursera and Alison, despite their rich repository of learning materials, showed limited direct impact on classroom performance, likely due to accessibility challenges or insufficient integration into the local educational framework.
The study underscores the potential of electronic platforms to transform education when effectively implemented. It also highlights the necessity for targeted training programs to ensure that educators and students can maximize the benefits of these tools. Policymakers and educational stakeholders are encouraged to prioritize the integration of performance-enhancing platforms like Microsoft Teams and Google Classroom into the curriculum. Additionally, supplementary platforms like YouTube should be leveraged to provide diverse learning materials, while the utility of platforms like Coursera and Alison can be enhanced through improved accessibility and contextual relevance. In conclusion, electronic platforms hold significant promise for improving classroom teaching and learning outcomes in Agege Local Government.
However, their success depends on deliberate implementation strategies, continuous training, and resource investment to bridge technological and infrastructural gaps. This research contributes to the growing body of knowledge on digital education tools, offering practical recommendations to optimize their adoption in secondary education.
Keyword: Electronic, Platform, Teaching, Classroom, Youtube, Alison, Coursera, Microsoft team.
Word count: 464
TABLE
OF CONTENTS
Cover Page i
Fly Leaf ii
Title Page iii
Certification and Approval page iv
Declaration v
Dedication vi
Acknowledgement vii
Table of Content viii
List of Tables ix
List of Figures x
List of Glossaries
xi
List of Appendices xii
Abstract xiii
CHAPTER ONE
INTRODUCTION
1.1
Background to the Study 1
1.2
Statement of the Problem 7
1.3 Purpose
of the Study 7
1.4 Research
Questions 8
1.5 Research
Hypotheses 8
1.6 Significance
of the Study 8
1.7 Scope
and Delimitation of the Study 9
1.8 Operational
Definition of Terms 9
CHAPTER
TWO
LITERATURE
REVIEW
2.1 Online
platform 12
2.2 Google Zoom and Classroom Performance 20
2.3 ClassDojo and Classroom Performance 25
2.4 Microsoft Teams and Classroom Performance 32
2.5 Google Classroom and Classroom Performance 39
2.6 Skill Share and Classroom Performance 45
2.7 YouTube and Classroom Performance 52
2.8 Udemy and Classroom Performance 57
2.9 LinkedIn Learning and Classroom
Performance 63
2.10 Alison and Classroom Performance 69
2.11 Coursera and Classroom Performance 71
2.12 Classroom Performance 74
2.13 Theoretical Framework 82
2.14 Summary 88
CHAPTER
THREE
METHODOLOGY
3.1 Research Design 90
3.2 Variables of the Study 91
3.3 Population of the study 91
3.4 Sample and Sampling Techniques 92
3.5 Research Instrument 92
3.6 Validity of Instrument 93
3.7 Reliability
of the Study 93
3.8 Administration of Research Instrument 94
3.9 Method of Data Analysis 94
CHAPTER
FOUR
RESULTS
AND DISCUSSIONS
4.0 Data Presentation and Analysis 96
4.1 Analysis of Participants’ Demographic
Data 96
4.2 Analysis of Answers to the Research
Questions 98
4.4
Answering Research
Question/Hypothesis
4.5 Discussion
of Findings 99
CHAPTER
FIVE
SUMMARY,
CONCLUSION AND RECOMMENDATIONS
5.1 Summary of the Study 108
5.3.1
Summary of the Findings 108
5.3 Conclusion 109
5.4 Recommendations 109
5.5 Contributions to Knowledge 109
5.6 Limitation of the Study 110
5.7 Suggestions for Further
Studies 110
References 111
APPENDIX I: Questionnaire Introduction Letter 114
APPENDIX II: Questionnaire 115
LIST
OF TABLES
TITLE PAGE
Table 4.1: Socio-demographic Characteristics of
Respondent (n =120) 96
Table
4.2: Showing the response of the
respondents on the influence of
online platform on
Classroom
performance in Agege local government area of Lagos State. 98
Table
4.3: Showing the response of the
respondents on the influence of Staff Training on
online
Platform in Agege local government area of Lagos State. 99
Table
4.4: Showing the response of the
respondents on the influence of Online
Platform and
Collaboration
in Agege local government area of Lagos State. 101
Table
4.5: Showing the response of the
respondents on provision of school
online platform services in Agege
local government area of Lagos State. 102
Table
4.6: Chi-Square Tests Conducted to influence of
Google zoom on classroom performance in Agege local government area of Lagos
State. 104
Table
4.7: Chi-Square Tests Conducted to influence of
Classdojo on classroom performance in Agege local government area of Lagos
State. 104
Table
4.8: Chi-Square Tests Conducted to influence of
Microsoft teams on classroom performance in Agege local government area of
Lagos State. 105
Table
4.9: Chi-Square Tests Conducted
to influence of Youtube on classroom performance
in Agege local government area of Lagos State. 106
LIST
OF FIGURES
Figure 4.1 Availability of Online
Plaforms……………………………………42
Figure 4.2 Accessibility Google zoom
……………………………………………….43
Figure 4.3 Impact of YouTube………………………………………..45
LIST OF GLOSSARIES
VLE Virtual Learning Environment 3
ICT Information and Communication
Technology 3
SDGS Sustainable Development Goals 4
AVC Audio
Visual Content 5
COVID Corona Virus Disease 13
DELIMA Digital
Education Learning Initiative Malaysia 14
LIST
OF APPENDICES
Appendix 1: Letter of Introduction 116
Appendix 2: Instrument (Questionnaire) 117
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Over
the last years, online platforms have become progressively prevalent, and both
global and local technology companies have become omnipresent providers of such
platforms, in private as well as in in public education (Van Dijck et al.,
(2018). From platforms tailored to primary and secondary schools to platforms
specifically constructed for the field of higher education; from digital
environments designed to manage pupils’ learning to environments focused on the
monitoring of their behavior; and from digital spaces bundling a variety of
functionalities to interfaces with a more singular function: no matter the
focus, there seems to exist a corresponding digital platform used within and
often especially made for the educational field Hillman et al.( 2020) Robertson,
(2019); Williamson, (2019). Furthermore, the worldwide growth and ubiquity of
online education platforms has greatly accelerated since the outbreak of the
Covid-19 pandemic and the associated newly emerging ‘emergency pedagogies’ that
needed to be devised, often with help of both existing and newly developed
digital education platforms (Williamson et al.,(2020). In that sense, and in
line with related scholarship on how education is taking and changing dedicated
shapes, we advance the general thesis here that, under the influence of online
platforms, educational practices are gradually changing form (e.g., Decuypere
& Vanden Broeck, (2020); Lewis, (2020).
Given
the massive popularity of the Internet, the production of knowledge and its Modes
of circulation and consumption, along with the media in which it is
objectified, are showing evidence of transformation. These modes cause tension,
not only in the process of production, but also in the modern institutions,
which have historically been in charge of reproducing it. Furthermore, there
are many questions and tensions surrounding formal education in particular,
concerning the strategies associated to the production and transmission of
knowledge as well as the actors involved in this process. On the other hand,
both informal and non-formal education are gaining ground in these processes of
production and transmission and becoming acknowledged spaces for this purpose. In
this scenario, digital technologies in general, and online platforms in
particular, take the center stage. Modern technology can help make the
education system better in many ways. One way is by making it easier for
teachers and students to get along. Duyilemi's (2005) study shows that it is
the only way for education to get better. Knowledge and experience are very
important. Development is good for more than just the money it costs to build
facilities. E-learning, also called "distance learning," is a way to improve
classroom performance by using technology, especially computers. Science and
technology programs have two main goals. The first is to teach people how to
use the latest technological advances in any area, and the second is to teach the
impact of online learning platforms and classroom performance.
Now, the curriculum for upper
secondary school states that digital competence includes some main skills that
the school is responsible for teaching. These include that the students procure
understanding in how online learning platform affects the progress of society
as well as the individual and that the school gives students the opportunity to
evolve their use of digital technologies. It also aims for the students to
develop a critical and responsible relationship to digital technology, and thus
be able to see possibilities as well as understand risks and critically value
information (Skolverket, 2018, p.3) as it is necessary to develop a critical
and responsible relationship to digital technology, such as knowing the purpose
and identity of the sender, in other words who is providing the information and
why (Skolverket, 2017). Other aspects concern reliability and dependability, as
well as comparing different sources with each other. They are more than likely
subject to rise further as focus on digital competence increases across educational
fields, also emphasizes that digital competence is necessary for all students
graduating high school as it is a part of the degree objectives (Skolverket,
2017).
The report from The European Union Consortium
Study from 27 countries suggests that there are two possible reasons for the
slow move away from traditional classroom teaching methods. One is that
teachers are still learning how to use Virtual Learning Environments (VLEs) in
innovative ways, and two, VLEs in their current form hardly support the desired
change Vuorikari, (2003); Lennon and Maurer, (2003). In the United States three
in five children under the age of 18 and more than 78% of children between the
ages of 12 and 17 go online. For the most part, students’ educational use of
the Internet occurs outside of the school day, outside of the school building,
outside the direction of their teachers. They use the Internet as a virtual textbook
and reference library virtual tutor and most importantly study shortcut, includes
viewing the Internet as a mechanism to plagiarize material virtual study group.
Students think of the Internet as an important way to collaborate on project
work with classmates, study for tests and quizzes, and trade class notes and
observations. Virtual guidance counselor virtual locker, backpack, and
notebook. Students think of the Internet as a place to store their important
school-related materials and as a way to transport their books and papers from
place to place. Online learning platforms tools allow them to keep track of
their class schedule, syllabi, assignments, notes, and papers.” Lennon and
Maurer, (2003).
In a research carried out in Ekiti
State, Nigeria, Adeyemi and Olaleye (2010) noted that many schools in Ekiti
State are deficient in the availability of information communication and
technology (ICT) equipment and facilities. Although most schools have computers
and printers, almost all the schools did not have projectors, projectors
screen, scanning machines and fax machines. This is an indication that ICT
materials are not vigorously provided for the schools and it suggest that, the
State is not fully ready to imbibe information communication and technology in
teaching and learning. The finding however negated the findings made by Adejumo
(2000) which indicated a moderate level of usage of ICT in management of
secondary school in Lagos State, Nigeria.
In a similar research carried out at
the University of Lagos, Nigeria, Okiki (2011) reported the following
challenges of online learning platforms: High cost of hardware in Africa in
general and Nigeria in particular; High import tariffs and less price
competition; Transmission cost is equally high in Nigeria; Internet access in
Nigeria is through a foreign gateway; Shortage of skilled manpower; Existing
telecommunication infrastructure is in very poor condition; Computer technology
illiteracy among the students; Cost of acquiring and installing the gadget
required for online learning; Incessant Power Supply; Maintenance culture;
Bandwidth limitations. Limited band-width means slower performance for sound,
video and intensive graphics, causing long waits for download that can affect
the ease of the learning process.
If nothing is done to empower and equip
teachers and learners to embrace online teaching platforms Nigeria educational
system may be backward, unable to meet the sustainable development goals (SDGS)
by 2030 and unable compete favorably in the international community.
Googlezoom:
This
is a cloud-based
video communications app that allows you to set up virtual
video and audio conferencing, webinars, live chats, screen-sharing, and other
collaborative capabilities. It is commonly used for online meetings, webinars, and
virtual events.
ClassDojo
This is
a digital sharing platform that allows teachers to document the day in class
and share that with families via a web browser so that nearly any device can
access the content – from a simple smartphone to a laptop computer. As long as
it has a browser, photos and videos can be viewed.
Microsoft
Teams
This is a workspace
for real-time collaboration and communication, meetings, file and app sharing,
and even the occasional emoji! All in one place, all in the open, all
accessible to everyone.
Google
Classroom
This is
a suite of online tools that allows teachers to set assignments, have work
submitted by students, to mark, and to return graded papers. It was created as
a way to get eliminate paper in classes and to make digital learning possible.
It was initially planned for use with laptops in schools, such as Chrome books,
in order to allow the teacher and students to more efficiently share
information and assignments.
Skillshare
Skillshare is also one of the best
online learning platforms that opens up a world of possibilities. Skillshare
has everything you need, whether you want to learn something new, show off your
abilities through projects, or even impart your The goal behind Skillshare is
to bridge the professional skills gap and make top-notch learning accessible to
everyone.
YouTube
This is an exclusive platform
intended to produce, store, share, visualize and assess online audiovisual
content (AVC). Basically, “the site takes user generated content to fill their
catalogue, generate user traffic and attract advertisers”.
Udemy
This is one of the best online
teaching platforms that empowers instructors to create comprehensive online
courses on their chosen subjects. With Udemy's course development tools,
instructors can effortlessly upload a wide range of instructional materials,
including videos, source code for developers, PowerPoint presentations, and
other valuable content to enrich the learning experience. Udemy provides
instructors with a comprehensive set of course creation tools to develop
engaging and top-quality courses. These tools include a user-friendly course
creation wizard, a versatile content editor for multimedia integration, and
a quiz builder for assessments, it also has a discussion forum for
interactive learning, a grading system, and a marketing dashboard for tracking
course performance and reaching potential students.
LinkedIn
Learning
This is a large on-demand library
that provides educational films on a variety of business, technology, and
creative topics. It offers more than 13,000 top-notch courses with an aim to
help people realize their greatest potential. What sets it apart is its
personalized course recommendations, which are tailored based on data-driven
insights from millions of professionals within the global LinkedIn network.
Alison
This is
the world’s largest free online empowerment platform for education and skills
training, offering over 5000 accredited courses and a range of impactful career
development tools. It is a for-profit social enterprise dedicated to making it
possible for anyone, to study anything, anywhere, at any time, for free online,
at any subject level. Through our mission, we are a catalyst for positive
social change, creating opportunity, prosperity, and equality for everyone.
Coursera
This is an online learning platform featuring many different
subjects across an array of learning formats, such as courses, Specializations,
Professional Certificates, degrees, and tutorials.
Khan
Academy
is a non-profit educational
organization that provides a wide range of free online educational resources.
The platform offers instructional videos, practice exercises, and personalized
learning dashboards across various subjects, including mathematics, science,
history, and more.
1.2 Statement
of the Problem
Okiki, (2011) reported the following
challenges of online learning platforms: High cost of hardware in Africa in
general and Nigeria in particular; High import tariffs and less price
competition; Transmission cost is equally high in Nigeria; Internet access in Nigeria
is through a foreign gateway; Shortage of skilled manpower; Existing
telecommunication infrastructure is in very poor condition; Computer technology
illiteracy among the students; Cost of acquiring and installing the gadget
required for online learning; Incessant Power Supply; Maintenance culture;
Bandwidth limitations. Limited band-width means slower performance for sound,
video and intensive graphics, causing long waits for download that can affect
the ease of the learning process. Having observed teachers using online
platform are more effective and efficient while teaching and teachers who are
not making use of online learning platforms makes understanding so difficult
for students thereby making them unfit to compete at the international education
platform. The result of the teachers that embrace online learning platform can
be measured and evaluated as a result of these the study investigated the
impact of online platforms on classroom teaching in Agege Local Government Area
of Lagos, Nigeria.
1.3 Purpose of the Study
The general objective of this study
is to investigate the influence of electronic platforms on classroom
performance. The specific objectives are;
i. To
determine the effect of Google zoom on classroom performance.
ii. To
assess the extent to which Classdojo influences classroom performance.
iii. To
examine the significant influence of LinkedIn on classroom performance.
iv. To
evaluate how Udemy influences classroom performance.
v. To
analyze the effect of YouTube on classroom performance.
1.4
Research Questions
This study tends to provide answers
to the following research questions;
i. Does
Google zoom have any effect on classroom performance?
ii. To
what extent does Classdojo influence classroom performance?
iii. Is
there any significant influence of Microsoft teams on classroom performance?
iv. How
does Udemy influence classroom performance?
v. What
effect does Youtube have on classroom performance?
1.5
Research Hypotheses
The following hypotheses are
formulated and will be tested in the course of this study.
i. There
is no significant influence of Google zoom on classroom performance.
ii. There
is no significant influence of Classdojo on classroom performance.
iii. There
is no significant influence of Microsoft teams on classroom performance.
iv. There
is no significant influence of Youtube on classroom performance.
v. There
is no significant influence of Skillshare on classroom performance.
1.6 Significance of the Study
This study offers valuable insights
for several key stakeholders in education
This study will help students to maximize
the benefits of online learning platforms design for educational institutions
by improving the design and functionality of online learning platforms through
user-friendly interfaces, intuitive navigation, and responsive design can
contribute to a positive learning experience of the students.
Additionally, academic staff can
benefit from interactive features such as discussion boards, virtual
simulations, and multimedia content that can promote student engagement and
interaction.
The telecommunications Providers can
be of great beneficiaries by providing comprehensive technical support to
address technological challenges and ensure a smooth learning experience, it is
essential to provide comprehensive technical support for students using online
learning platforms. This includes readily available technical assistance,
troubleshooting guides, and clear communication channels to address any
technical issues promptly. Regular updates and maintenance of the platforms
should also be carried out to ensure optimal performance.
Teacher-Student Interaction will be
enhance through online learning platforms by prioritizing and facilitating
teacher-student interaction. Teachers should actively engage with students
through various means such as discussion forums, live video sessions, and
personalized feedback. This interaction will helps establish a sense of
connection, addresses student concerns, and promotes a supportive learning
environment. Philanthropists in the society can make use of the recommendation
of this study by providing basic infrastructure and other technological gadgets
that are lacking in secondary schools in Agege local government area, Lagos
state, Nigeria. The insights gained
from this study will serve as a foundation for future researchers in the field.
It identifies gaps in current literature and suggests new avenues for
investigation, encouraging further exploration on the influence of online
platforms on classroom performance.
1.7 Scope and Delimitation of the Study
The geographical scope of this study
is Agege local government area, Lagos state, Nigeria, while the content scope
of the study is
the influence of online platforms on classroom
performance
1.8 Operational Definition of Terms
The research variables include,
online platform, classroom, performance, classroom performance, Google
classroom, Google zoom, udemy, LinkedIn learning, coursera which are
operationalized as follows:
Online
Platform
An online platform is a programmable
digital architecture designed to organize interactions between users, not just
end users but also corporate entities and public bodies. It is geared toward
the systematic collection, algorithmic processing, circulation, and
monetization of user data. They're websites or
apps where teachers and students come together to exchange knowledge and ideas
virtually. It's not just about textbooks and lectures; these platforms offer
interactive features like video conferencing, chat
rooms, and file
sharing, making learning engaging and dynamic.
Classroom
This is
a learning
space in which both
children and adults learn. Classrooms are found in educational institutions of
all kinds, ranging from preschools to universities, and may also be found in other places where education or
training is provided, such as corporations and religious and humanitarian
organizations. The classroom provides a space where learning can take place
uninterrupted by outside distractions.
Performance
In a more general sense, performance
can refer to an action or type of behavior that involves a lot of attention to
detail or to small matters that are important.
Classroom
Performance
This is an observable outcomes in the
classroom that result from teaching and learning activities.
Google
Classroom
This is
a suite of online tools that allows teachers to set assignments, have work
submitted by students, to mark, and to return graded papers. It was created as
a way to get eliminate paper in classes and to make digital learning possible.
It was initially planned for use with laptops in schools, such as Chrome books,
in order to allow the teacher and students to more efficiently share
information and assignments.
Google
Zoom
It is commonly used for online meetings, webinars, and
virtual events.
Udemy
This is one of the best online
teaching platforms that empowers instructors to create comprehensive online
courses on their chosen subjects. With Udemy's course development tools, instructors can
effortlessly upload a wide range of instructional materials, including videos,
source code for developers, PowerPoint presentations, and other valuable
content to enrich the learning experience.
LinkedIn
learning
This is a large on-demand library
that provides educational films on a variety of business, technology, and
creative topics. It offers more than 13,000 top-notch courses with an aim to
help people realize their greatest potential. What sets it apart is its
personalized course recommendations, which are tailored based on data-driven
insights from millions of professionals within the global LinkedIn network.
Coursera
This is an online learning platform
featuring many different subjects across an array of learning formats, such as
courses, Specializations, Professional Certificates, degrees, and tutorials.
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