CHAPTER TWO

LITERATURE REVIEW
This chapter presents, a review of literature and studies related to this study which provide bases
for this study under the following sub heading.

Conceptual Review
● Concept of Computer Studies
● Concept of Teaching and Learning in Science
● Concept of e-Learning (Electronic Learning) in Computer studies
● The Implementation of e-Learning in Computer studies in Higher Institution
● The Educational Effectiveness of e-learning on undergraduates science education students

Related Empirical Studies

Conceptual Review
Concept of Computer Studies
The field of Computer Studies focuses on developing an interest in and boosting students' self-
assurance in the use of computers. Students will get an awareness for the breadth and power of
computer application software as well as the ability to use computing to solve issues. Their
education consists of things like system analysis, algorithm design, and ideas of programming.
Students will also be able to comprehend the computing requirements of the current world, as
well as be able to effectively convey their thoughts and manage the information that they come
into contact with. Students will be introduced to a wide variety of computer programmes in order
to provide them with an awareness of the power and adaptability of computers, as well as the
benefits associated with their usage, as well as the limitations and potential drawbacks associated
with using computers. According to Adeolu and Adegbola (2011), Computer Studies is a topic
that teaches life skills since the abilities that are learned in this subject may also be employed in
other areas of study and in everyday life.
Students are taught how to utilize a range of software programmes, and they should be able to
work independently with a computer in order to acquire access to information, alter that
information, question it, and present their results in a way that is appropriate for both the
intended application and the intended audience. According to Afolabi and Uwaezuoke (2018),
Computer Studies will teach students to both big and small databases, including those available

1
on CD-ROMs and those based on the Internet. Students will see how computer models may be
used to help anticipate the future and assist them in finding solutions to situations that include
unknown factors. Students investigate the several methods that models may be constructed, as
well as the different ways that rules and instructions can be entered, and we investigate the
various ways that knowledge can be sent to other people. In particular, students start to
understand how knowledge like this might be utilised to influence the decisions of other people.
Students receive instruction on a variety of software applications, including spread sheet
modelling, database design, web design, animations, programming, video, and digital imaging.
Students learn how computers are used to regulate and monitor their environments, and as a
result, they gain an appreciation for how accurate the instructions must be, according to Adeolu
and Adegbola (2011). Those students at Key Stag who have selected Computer Studies as one of
their elective courses will have the option to develop computer software for the school's
computers. Computer science focuses on how computers function. It is not only a matter of
learning how to utilise the computer; rather, it involves a great deal more than simply learning
how to programme computers (Boateng & Amankwa, 2016). The study of different methods to
represent different things and processes is what is known as computer studies. It comprises
describing issues, conducting analyses of those problems, devising potential solutions, and
creating, testing, and maintaining computer programmes. Bouhnik and Deshen (2014). Computer
studies relate to the study of computer science, which includes the study of computer and
algorithmic processes, including their principles, their hardware and software designs, their
applications, and their influence on society. For the purposes of this publication, the word
computer studies refers to the study of computer science. Bouhnik and Deshen (2014). The
development of programming skills, which are essential for academic achievement in subsequent
secondary studies, is the primary focus of the classes that make up this track.
Computer studies are beneficial for all students because they teach a wide variety of problem-
solving skills and strategies that can be applied in a variety of contexts. These skills and
strategies include critical thinking, creative design, analysis, and assessment (Boateng &
Amankwa, 2016). Additionally, it teaches skills that are universally valuable, such as
communication, time management, organisation, and working together in a group setting.
Computer studies will provide students with the information and skills necessary to grasp the
foundations of current computer technology and prepare them for upcoming technologies.

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Students live in a technologically advanced society, and computer studies will provide them with
the knowledge and skills necessary to do so. Students will get an understanding of the thrill and
potential given by this dynamic profession through a foundation in this discipline, which will
begin to prepare them for a variety of lucrative vocations. The programme in computer studies
will lay a solid groundwork for students who intend to pursue additional education and training
in specialised fields such as computer programming, database analysis, computer science,
education, computer engineering, software engineering, information technology, and game
development, according to Bouhunik and Denshen (2014).

The Goals of the Computer Studies Program

The fundamental purpose of the computer studies program according to Bouhnik and Denshen
(2014) is to provide students with knowledge, skills, and attitudes that will enable them to
achieve success in secondary school, the workplace, postsecondary education or training, and
daily life.
The goals of the computer studies curriculum are to enable students to:
i. gain an understanding of computer studies concepts;
ii. develop the skills, including critical thinking skills, and the knowledge of strategies-
required to do research, conduct inquiries, and communicate findings accurately,
ethically, and effectively;
iii. apply the knowledge, skills, and attitudes acquired through the study of computers to a
variety of learning tasks and relate them to computer phenomena on the local, national,
and global levels;

iv. develop lifelong learning habits that will help them adapt to computer advances in the
changing workplace and world;
v. make connections that will help them take advantage of potential postsecondary educational
and work opportunities.
Bujala (2012) reported that effective learning in all aspects of computer studies depends on the
development of knowledge and skills in the following four areas:
i. Software development (including project management and software engineering
principles)
ii. Algorithms and data structures

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iii. Program correctness and efficiency
iv. Professional and ethical responsibility

The computer studies curriculum in secondary schools offers a range of courses, all of which are
structured to give students a solid foundation in these four areas.
Regarding their learning, students have a lot of duties. Students who put in the effort necessary to
succeed in school and who are able to apply themselves will quickly learn that there is a direct
link between this effort and their achievement. As a result, these students will be more driven to
put in the effort required to succeed, and they will be more successful as a result. However, there
will be certain students who, as a result of the unique obstacles they confront, will have a more
difficult time taking responsibility for their own learning. It's possible that the attention,
tolerance, and encouragement of teachers are the three most crucial factors in these students'
eventual success. Regardless of the specifics of their lives, all students, regardless of their
circumstances, must take personal responsibility for their own learning and development.
Work, study, and the development of skills that allow for collaboration are all necessary to
achieve mastery of the ideas and abilities related with computer studies. In addition, students
who actively explore opportunities outside of the classroom will broaden and enhance their grasp
of computers and associated themes and concerns as a result of their participation. Reading about
computers (e.g., in magazines or on the Internet), participating in leisure activities that include
computer usage (e.g., computer clubs), and learning about developments in computer studies
(e.g., visiting computer fairs) will all contribute to the expansion of their knowledge and skill
sets.
When it comes to fostering student learning, parents play a crucial role. Studies have shown that
when students' parents are active in their education, they have a greater likelihood of succeeding
academically. By being familiar with the curriculum, parents are able to identify what their
children are being taught in the classes that they themselves are sending them to, as well as what
their children are expected to learn from those classes. Comelisen, Van, and Bergen (2011) argue
that raising parents' knowledge of their children's academic performance will improve their
capacity to engage in productive conversations with their children about their schoolwork, to
communicate effectively with their children's teachers, and to pose pertinent questions
concerning their children's academic advancement. Parents may analyse teachers' remarks on

4
students' development and collaborate with teachers to improve their children's learning by being
aware of the expectations in the various courses.

Concept of Teaching and Learning in Science

Students are exposed to many ways of thinking, learning, problem-solving, and decision-making
through the science teaching process. Because it encourages students to examine their
surroundings and look for answers to their questions, science is a crucial topic for students to
study in school. Students are encouraged to examine why things operate and how they work in
science classrooms, and they frequently participate in experiments to get first-hand knowledge of
the answers to their questions. Students are compelled to inquire and wonder about many topics
whenever they come across fresh knowledge. According to Namrata, Anand, and Amrita (2014),
students are given the opportunity to investigate their environment and learn new things via the
study of science. It is also an active topic, consisting of activities such as hands-on laboratories
and experiments that students may participate in themselves. Students learn about the
consequences of many scientific concepts by conducting their own experiments.
The way science is taught in schools has an impact on students' conceptions of it. A better
conception of science should be as a means of preparing students to deal with changes and
problems in their life, as opposed to the usual conception of it as a collection of abstract bodies
of information. Instead of being taught as a topic containing facts that must be memorised,
science should be taught as a method and style of thinking. According to Danmole (2011), in
order to guarantee that students comprehend the scientific topics being taught, teachers need to
implement a variety of learning approaches and tactics. Researchers have consequently urged for
a change away from traditional teaching approaches and towards ones that would allow the
student to develop his or her own knowledge (Samba, Achir, & Ogbeba, 2010; Samba, 2012).
Constructivism is where you may trace the origins of these approaches. This approach places an
emphasis on the learner. Therefore, it is absolutely necessary to implement a teaching strategy
that may pique the students' interest in science. Science should be taught in a way that allows
students to experiment and engage in group discussion as they attempt to make sense of
assignments and find solutions to difficult challenges.
The teaching and learning of scientific ideas and processes is emphasized in science education.
Teaching and learning science should focus on providing individuals with the required skills,
talents, and competences, both mental and physical, to live in society and contribute to its 19

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growth, as emphasised in the National Policy on Education (FRN, 2014). This is the goal of both
the teaching and learning of science. Acquainting students with the fundamental information,
abilities, and mindset required for future employment in science and fields associated to science
comes down to proper teaching and learning of science in order to attain innovation and total
nation al growth. The growth of a nation depends thus on appropriate teaching and learning.
One of the issues with the educational system pertaining to science and technology in Nigeria is
that it is inadequate. The use of teaching methods that are not suitable for the subject matter is
one of the primary issues that prevents students from achieving their potential in science.
According to Omorogbe and Ewansiha (2013), many teachers teach in a way that is too abstract,
which results in science classes that are dull and makes it difficult for students to understand
scientific concepts, skills, and principles. Because the majority of students do not comprehend
the fundamental ideas and ideas underlying scientific fields, it is necessary for students to
commit the fundamental ideas and ideas underlying scientific fields to memory in order to do
well on tests. Students have a tough time reconciling what they have been taught in the
classroom with what really occurs in real-life scenarios because they do not comprehend the
concepts and principles of science. According to Omotayo (2016), the subsequent impact of
inadequate science teaching is the acquisition of random scientific information, which is
detrimental to economic progress. The low quality of science education that students get in their
science classrooms is likely to blame for the drop in scientific competency that has been seen
recently.
In both the teaching and the learning of science, having a competent level of subject matter
knowledge is also a vital factor. Teaching science requires a teacher to have the capacity to apply
their subject matter expertise, curriculum knowledge, student understanding, knowledge of
teaching resources, classroom management knowledge, and pedagogy knowledge to promote
their students' learning outcomes in science. According to Umaruddin, Khan, and Mahoomd
(2010), a teacher's teaching qualification has an effect on both his competency and the calibre of
students that are created. (Ugwoke, 2012) detected a large requirement to ensure a qualitative
upgrading of level of teachers' subject matter competency of staff of teacher education. This
finding comes from another study that is connected to this one. The credentials of teachers have
an effect, in a variety of ways, on the methodology, method, and strategy of delivering the
subject matter, and, as a result, on the interest and performance of the students in the class. The

6
credentials of the teachers have an effect on their ability to address the demands of the learners,
and this is an essential component in maintaining the learners' interest in learning science.
According to Ayeni (2014), teachers who have a high degree of competence will inevitably
generate students who have a high level of achievement. It follows from this that the degree of
success that students have in science is directly proportional to the level of expertise that their
teachers possess.
If the learner interest is to be caught in the process of teaching and learning science as it should
be, then competence in the subject matter by the teacher should be separated from the teachers'
simple knowledge or mastery of the subject matter. According to Onashakpokaiye (2011), it was
emphasised that teachers have a variety of roles to play in the process of teaching and learning,
and that they need to be competent in their own area of specialisation as well as be able to apply
a variety of methods and strategies of teaching and understand the learning processes of students.
This was a requirement for teachers. According to the findings of the same study (Ogunmakin,
2013), in order for a teacher to be considered competent, he or she must thus have the necessary
knowledge and abilities about the method of teaching. On the basis of these contributions, it is
beneficial to have a solid foundation in the conceptual understanding of the topic at hand. Having
said that, it is preferable to be well-versed in the most effective method that can be used to
convey the concepts to the learners in order to ensure adequate comprehension. It is possible to
refer to the teacher's personal understanding of the concepts involved in the subject matter as the
knowledge or mastery of the subject matter. On the other hand, the teacher's competence on the
subject matter refers to the teacher's skillful management of his knowledge or mastery of the
subject matter towards the effective learning by learners.

Concept of e-Learning (Electronic Learning) in Computer Studies

In the life of college students in particular, the contribution that technology can make to the
teaching and learning process is extremely valuable. The use of technology enables instructors to
develop and present their course of study, which allows for the delivery of a significant amount
of supplementary material as well as an improvement in the quality of student learning.
Additionally, the use of technology in the classroom helps save time, which in turn provides
lecturers with additional time to devote to the presentation of lecture material (Aljawarneh,
2020a). Lecturers and students at the university may utilize the internet for a number of purposes
outside of regular class hours, including accessing learning tools and electronically conversing

7
with one another. Technology such as the internet is unquestionably able to bring students from
different schools together for the purpose of learning or conversation outside of the classroom.
Education makes use of cutting-edge technology such as e-learning, which refers to the use of
the internet and other forms of electronic media as communication and learning tools. In this age
of globalization, the progression of technological innovation and the accumulation of data is
gradually developing. According to Agarwal and Pandey (2013)a, the usage of symbol "e"
technology, also known as electronic abbreviation, is prevalent in the fields of e-learning, e-
business, and e-government. In this day and age, virtually every aspect of life may be improved
via the application of cutting-edge technology. It has the potential to make education more
cutting-edge by using technology or electronics, and it has the potential to make Indonesian
students smarter by exposing them to a wider variety of perspectives. At this time, education and
learning are the primary goals of e-learning.
At this time, learning media make use of electronic media such as e-learning, which requires the
use of the internet as a tool in order to function properly (Agarwal and Pandey, 2013b).
According to Zare, Sarikhani, Salari and Mansouri (2016), using e-learning may save expenses
and save time while also producing learning media that is more enjoyable and simpler to use.
Learning that is more modern does not require physical presence (face-to-face), printed texts,
and does not have to be done inside and may be done outside (Gholamhosseini, 2008). This type
of learning also does not have to be done in a classroom setting.
According to Chang, Chen, and Li L. (2018), E-learning facilitates the teaching and learning of
methods for cutting down on the amount of time and limits in the educational setting. When
students are absent from school, they are still able to study by accessing the e-learning site
maintained by their teacher through the deployment of e-learning technology. In addition to this,
e-learning enables teachers and students to seek out vast knowledge from a variety of sources
without being restricted to only those sources (Elkaseh, Wong & Fung 2016). According to
Fischer and Mandl (2015), e-learning is typically utilised to create learning environments that are
collaborative and interactive.
According to Jonnavithula and Tretiakov (2012), teachers are using social media platforms like
Facebook and Twitter as e-learning websites. In accordance with Greenhow et al. (2009), the
primary functions of social media are to facilitate user-to-user conversation and the exchange of
information. According to Jackson (2011), including social media into the teaching and learning

8
method can have a good influence on the learning outcomes for students. According to Husu
(2018), Friesen and Anderson's work from 2004 was mentioned. Students might be inspired by
social media to deepen their comprehension of the curriculum and themselves.

Type of Social Media for E-Learning

Numerous sorts of social media can be utilized to back instructing and learning forms and
exercises such as WhatsApp (Gachago, Strydom, Hanekom, Simons, & Walters, 2015), Edmodo
(Kandappan, Leena, & Jaykumar, 2014), Canvas (Carroll, Tchangalova & Harrington,2016), and
Google Classroom (Bondarenko, Mantulenko & Pikilnyak, 2018).
a. WhatsApp
Mobile instant messaging applications (such as WhatsApp) are included into formal and
informal teaching settings due to their availability and cost, particularly in
development/resource-scarce situations (Gachago, Strydom,, Hanekom, Simons, & Walters,
2015). WhatsApp is a messaging programme that allows users to send and receive
multimedia messages. WhatsApp is a smartphone app that functions similarly to a chat
programme. There has been a dramatic increase in the usage of smartphones, and WhatsApp
is available for the vast majority of these devices.
The availability of an internet connection allows users to quickly and easily access online
resources like WhatsApp and others. Make a WhatsApp group and invite your students or
any 24 people you want to communicate with. After then, members of the WhatsApp group
can freely exchange media files like music and audio files.
b. Edmodo
Edmodo is a free, secure platform for online learning. Teachers may create online classrooms
quickly and easily, and students can quickly and easily connect with their teachers and
classmates in online courses (Balasubramanian, Jaykumar, & Fukey, 2014). As a means of
controlling the dynamics between themselves and their online students, teachers keep
detailed logs of all student activity.
c. Canvas
Canvas is a software system that enables instructors to create web studies for their classes.
These web studies can include readings, video lectures, discussion boards, assignments, and
examinations. According to Farkas (2018), when students learn through canvas, they have
the opportunity to review material that has already been covered, which makes the learning

9
process more enjoyable overall. Carroll et al. (2016) provide an explanation that the usage of
canvas is successfully presented to students in order for them to acquire information and
material content that is simple to learn and recall. Canvas allows lecturers and instructors to
keep an eye on student participation as well as performance. The instructor is responsible for
developing the Canvas module and immediately importing the information into the student's
online course. According to Carroll et al.'s (2016b) research, each individual class meeting is
tailored to the requirements of the students.
d. Google Classroom
According to Bondarenko et al. (2018a), Google Classroom is an interactive instructional
tool that may build a content-rich educational environment by integrating Gmail, Google
Drive cloud storage, the Google Docs text editor, and other apps. This application is
beneficial for teachers in making an effective classroom both inside the classroom and
outside the classroom (groups, individuals, etc.) by giving assignments to each student and
certain groups by writing content and commenting on the status of student assignments;
designing individual tasks into thematic modules; announcements of lessons, questions, data
digest, etc. (Bondarenko et al.,2018b). This can be accomplished by giving assignments to
each student and certain groups by writing content and commenting on the status of student
assignments.
Benefits of e-Learning
E-learning is a relatively new kind of education that is still not widely used as a learning
method for teachers on the same scale as more conventional educational practises now
utilised for teaching. E-learning is a lot more cost-effective than traditional methods of
education. This is due to the fact that it does not require the use of paper and pencil, and it
also reduces the amount of money spent on instructor training. It is routinely transmitted at
any time or location and in any location. Additionally, it helps you save a great deal of time,
and now the many criteria won't be constrained to the size of the class or the number of
students. The content of an E-learning course may be delivered at any time and from any
location. The final result is an environment that is more adaptable to the needs of the
students.
When it comes to conventional teaching practises in e-learning, the instructional content isn't
selected by the teacher or any organisation, and this might make it easier for students to

10
obtain the data they want. 26 There are various advantages of deploying technology and
learning resources within the university classroom (Aljawarneh et al. 2010). Different
methods that teaching may be done. E-learning might be difficult for those who aren't very
interested in technology, which is another potential obstacle. On the other hand, it is
something that can be utilised throughout the course of time. Overall, it is possible to draw
the conclusion that the benefits of e-learning exceed its drawbacks and demonstrate that it is
a more efficient method of education for future generations.

The Implementation of e-Learning in Computer studies

The implementation of e-learning requires several component processes to be carried out,
including the following: 1) content that is pertinent to the purpose of learning; 2) the use of
learning methods, such as examples and practises, to assist in the learning process; 3) the
distribution of content and learning methods through media inputs, such as sentences and
images; 4) the option for learning to be carried out either in direct collaboration with the
instructor (synchronous) or on an individual basis (asynchronous); and 5) the development of
new understandings and strategies that are
Khan (2005a) outlines a number of factors that need to be understood by an organisation
before it can implement e-learning. These factors include the following: (1) learning design;
(2) multimedia components; (3) internet equipment; (4) computer and storage tools; (5)
connecting and service providers; (6) power/management programmes; (7) planning software
sources and standards; and (7) connection services and applications. The study of design has
evolved into a need for a variety of fields. Not just students enrolled in education
programmes in Indonesian universities, but also teachers and others who study the country's
educational system. The field of learning design is a branch of science that discusses the
learning system, more specifically the aspects, parts, elements, and components that are
connected to the execution of an effective and meaningful learning process and the
accomplishment of the goals of national education. Students may often attend online courses
whenever they choose, from anywhere they have internet access, because online learning is a
sort of e-learning.
According to Richey (2008), learning strategies themselves may be defined in a variety of
ways within the context of the five different domains of learning technology, which are
design, development, utilisation, management, and evaluation respectively. In the design

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area, learning techniques are covered with the design of learning systems, the design of
messages, and the characteristics of learners. According to Govindasamy (2013), a learning
strategy is a specification for choosing and arranging various learning events or activities that
take place inside a given session. The learning model and the learning techniques that are
required to apply it vary depending on the learning circumstance and the nature of the
information, as well as the type of learning that is intended. According to Govindasamy
(2013), learning strategies consist of the design, techniques, and instruments of activities that
are organized to meet certain teaching goals.
Blended learning methods are the tactics that are utilised in online education. A learning
process that makes use of a number of different methods is referred to as blended learning.
This strategy may make use of a broad variety of different forms of media and forms of
technology. The learning process can incorporate both in-person and online interactions with
a number of different sources when using blended learning. The term "blended learning"
refers to a method of instruction that combines traditional classroom instruction with other
forms of learning that may be completed online. According to Khan (2005b), the components
of strategy learning that are included in the implementation of e-learning are as follows: (1)
presentations; (2) exhibits; (3) 28 demonstrations; (4) exercise; (5) tutorials; (6) narrative; (7)
games; (8) simulation; (9) role-playing; and (10) dialogues.
According to Khan (2015), blended learning techniques include (1) a mix of offline and
online learning, which integrates conventional learning with online learning. These strategies
may be utilized in educational institutions as well as non-educational organizations. Learning
via internal or external networks is what is meant by the term "online." Face-to-face lectures
continue as normal. Students study the concepts covered in class and use the blog to post,
save, and share their assignments. Email may be used to send announcements and
assignments to students either in a private setting or in a public one. The face-to-face
conversations and group presentations will go as usual; (2) this model may be useful for
training since it combines self-learning with real-time learning and collaborative learning.
Trainees who use this model may continue to study without having to take time off from their
jobs.
In order for educators to employ mixed learning strategy models, they need to be creative and
integrate a variety of different approaches and current media in order to maximize the

12
learning experience's efficacy, efficiency, and attractiveness. There is no superior technique,
method, or means of communication between the two of you, thus it is in everyone's best
interest to accommodate the requirements of the current environment. The ability to concoct
or combine professional information gained from a variety of sources is a crucial factor in
determining what makes a good or accomplished speaker, educator, tutor, or lecturer, as
opposed to a terrible or accomplished teacher.

Educational Effectiveness of e-learning on undergraduates science education students

Education effectiveness is the degree to which a certain collection of resources has a positive
impact on performance. Since effectiveness cannot directly compare resource consumption
or cost, it is not always the most efficient choice. According to the findings of a number of
systematic research (Carmela, Raffia, Jamallullahi &Melor, 2019), one of the reasons for this
is that many traditional educational tools in industrialised nations do not help boost student
performance. In this light, a great number of individuals have arrived at the conclusion that if
we discover any strategies that appear to be successful, we ought to devise policies to follow
such strategies. Nevertheless, it did not take into account the expense of offering input that it
will not follow.
Effectiveness on the inside front. (Karmila et al. (2019) When the outcome is assessed in
terms of pure educational value (such as test scores), policy evaluation is often confined to
alternative uses of resources within the education sector. Resources, both tangible and non-
material, can be classified as academic inputs. The latter phrase was used to describe
teaching methodology, the organizational structure of schools and educational systems, as
well as the time commitment and skill level of teachers.
The terms "textbooks," "teaching materials," "desks," and "classrooms" all refer to the many
objects that make up "material input." As a result, the meaning of the term "input" in this
context does not restrict itself to information that can be described in terms of physical
amount or monetary value. According to Karmila et al (2019), we primarily use the complex
interactions that take place between students and teachers as input factors. Furthermore, even
the efficiency with which students and teachers engage with one another is highly tied to
what economists refer 30 to as "technical efficiency." According to Cornali (2012), it is
technically effective to organise the resources that are available in order to create the highest

13
possible production. The "maximum internal effectiveness" of a group of inputs is equivalent
to E.
Effective, which denotes that something has been successful or that it has been nice. The
scientific dictionary defines effectiveness as the consistency of usage, efficacy, or aims of
support. Effectiveness is commonly referred to as "effectiveness." According to an opinion
held by Emerson and cited in Cornali (2012) "Effectiveness is a measurement in the sense of
achieving predetermined goals." It is possible to draw the conclusion, based on the ideas of
certain people, that effectiveness is a measurement that indicates the degree to which the
goals (quantity, quality, and time) have been attained.
Effectiveness, in Mahmudi's perspective, may be described as follows: "Effectiveness is the
relationship between output and objectives, the greater output towards the goal more
effective when the use of e-learning in the learning process" (Mahmudi, 2015). Effectiveness
focuses on outcomes (results), actions that are deemed to be effective if the resulting output
may satisfy the expected outcomes, and effectiveness can also be inferred that the
effectiveness of the programme is designed to accomplish the desired goals (Mayer, 2009).
Effectiveness can also be concluded that the effectiveness of the programme is intended to
achieve the desired outcomes.
The success of the learning media process as well as the success of students in completing
each assignment can both be viewed as evidence of the efficacy of the usage of educational
media. EFFECTIVENESS is the degree to which one's goals are met via the use of various
forms of media.
According to Karmila et al (2019),), one of the most important requirements for assessing
efficacy and evaluating possible policies is to identify a set of inputs that have a consistent
relationship with the performance of the students. In order to accomplish this goal, it may be
necessary to delve into the intricate relationships that exist among teachers, the many
different process choices they present in the classroom, the environment of the school, and
the macro process choices. The more complicated this is, the less likely it is that any study
will be conducted successfully, and the less likely it is that any policy will be formulated that
is clear.

14
Related Empirical Studies
Empirical studies carried out over the years in different places, using various methodologies and
variables showed mixed or inconclusive results which give room for further research using
different variables and methodologies. Certain factors such as the study objectives, the
constraints, the era, the location, etc. accounted for the similarities and differences. Besides,
empirical studies such as Egbo, Ifeanacho, Okoyeuzu, and Onwumere (2011). Oye, Salleh and
Iahad (2011). Zare, Sarikhani, Salari and Mansouri (2016), Egoigwe, Nweke, Wada, Ali and
Madu (2020). Elena, Zubanova, Federova, N. V. & Sivakova, Y. E. (2021) and Abdellah and
Marwa (2023) were also carried out research on e-learning to improve academic performance.
Egbo, Ifeanacho, Okoyeuzu, and Onwumere (2011) examined students' perception on gender
basis towards e-learning. They found that this evaluation is significant for the successful growth
of e-learning in higher education. This is because attitude of user towards application of
information technology is one of the most effective variables. The primary objective of this
research study is to get a profound comprehension of and accurate measurement of the attitudes
and views held by students with regard to the efficiency and acceptability of e-learning. The
results of an online survey administered to 415 undergraduate students at the University of
Nigeria's Enugu Campus were evaluated to determine the students' attitudes and perceptions with
regard to the use of e-learning in academic settings such as teaching, learning, and research. In
this survey, we took a descriptive and correlational method. Students, totaling 415, participated
in the survey by answering closed-ended questions through the web. SPSS was used to do both
descriptive and inferential statistical analysis on the collected data. The responses to the
questionnaires that were collected were analyzed, and the results were compared to the students'
assessments of the benefits and drawbacks of e-learning in relation to their gender, age, computer
literacy, and attitudes. The findings demonstrated that the majority of the students (respondents)
had prior experience with the use of computers before the implementation of e-learning; there is
a tendency that female students would accept ICT use more than their male counterparts; and
finally, their perception on the e-learning components as used in the research has an average
rating.
Oye, Salleh and Iahad (2011) conducted research on challenges of e-learning in Nigerian
university education based on the experience of developed countries with the objective to review
challenges of e-learning in Nigerian university education based on the experience of United

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Kingdom, Austrilia, Korea and France. The survey shows that the selected countries have vision
and action plans for e-learning, good policies and financial support and embark on awareness
programs. The study recommended that in government should make internet connectivity a
priority for higher education. One major shortcoming with this study as observed by the current
study was the study did not justify the choice of four countries used and methodology used to
obtain the sample was not clearly justified this alone would not be sufficient and justifiable for a
study of this magnitude.
Egbo, Ifeanacho, Okoyeuzu and Onwumere (2011) evaluating students‟ perception on gender
basis toward e-learning is important for successful development of e-learning in higher
education, since attitude of user towards application of information technology is one of the most
effective factors. The main aim of this research study is to clearly understand and measure
students' attitudes and perceptions towards the effectiveness and acceptance of e-learning. Data
from a survey of four hundred and fifteen undergraduate students at the University of Nigeria,
Enugu Campus about their attitude and perception to the use of e-learning in teaching, learning
and research was analysed. A descriptive–correlation survey approach was used. Students (n =
415) filled in a web-based closed-question questionnaire. Descriptive and inferential statistics
were used to analyze the data using SPSS. Questionnaires received were analyzed putting the
students' perceptions in relation to gender, age, knowledge of computers, and attitudes to
advantages and disadvantages of e-learning. Results showed that: majority of the students
(respondents) were exposed to computer use prior to the adoption of e-learning; there is the
tendency that female students would accept ICT use more than their male counterparts; and
finally, their perception on the e-learning components as used in the research has an average
rating.
Zare, Sarikhani, Salari and Mansouri (2016) conducted a research on impact of e-learning on
university students’ academic achievement and creativity with the objective to investigates the
impact of e-learning on creativity and content knowledge of Chemistry students at the Payame
Noor University of Hamedan, Iran. Pre-test/post-test experimental design with a control group
was used with a population of 100 pure Chemistry students. The study discovered that
experimental groups in the pre-test are not similar to each other and the post-test groups are
much higher than the control group. The study concluded that e-learning is effective for 34
knowledge and creativity acquisitions. The study recommended that e-learning opportunities

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should be provided for wider audiences. One major shortcoming with this study as observed by
the current study was the methodology used to obtain the sample was not clearly justified, the e-
learning policy in each organization cannot be generalized and this alone would not be sufficient
and justifiable for a study of this magnitude.
Hamzat (2020) investigated the attitude and perceived usefulness of Google Classroom among
students in Colleges in Oyo State, Nigeria. The study was a descriptive research of survey type.
Findings from the study revealed that students’ attitude towards using Google Classroom is
positive. However, from the findings of the study, it was revealed that there was no significant
difference between male and female students’ attitude towards using Google Classroom for
learning. Both male and female students had the same level of attitude. Closely related,
Akpononu and Agbarakwe (2021) examined the attitude of undergraduate students towards
Google classroom application for online learning. Findings from the study also revealed that the
attitude of male and female student towards Google Classroom is not significant different. Both
male and female students were found to be favourably disposed to Google classroom.
Egoigwe, Nweke, Wada, Ali and Madu (2020) investigated the impact of e-learning on academic
performance of postgraduate students in higher institution in Nigeria with the aim to examine the
impact of e-learning on academic performance of postgraduate students in higher institution in
Nigeria. Descriptive survey design was used with a population of 850 respondents. The study
discovered that e-learning has positive impact on academic performance of postgraduate students
in higher institutions. The study recommended that government should ensure a maximum
standard set for institutions to get computer and internet facilities to improve e-learning. One
major shortcoming with the study as observed by the current study was the methodology used to
collect the data was not justified.
Direstu and Wildan (2021) examined student learning attitudes towards e-learning as a learning
medium in the pandemic era. This research begins with a survey as input for a quantitative
approach. The collected data was then analyzed and checked for validation using Pearson's
correlation. The results showed that students were ready for class changes from face-to-face to e-
learning and considered that e-learning was better in terms of presenting materials and
assignments. 82% of students consider Online learning ensures the effectiveness for presenting
the work in class. 62% of them respond to adjustments and mastery of technology and
applications on computers and the internet can be handled properly so that it can be said that

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students have good digital competence. However, 50% of students still prefer face-to-face
classes to virtual classes because they think face-to-face classes are better in interacting with
teachers and friends.
Elena, Zubanova, Federova and Sivakova (2021) investigated the impact of e-learning on
academic performance of students in higher learning with the aim to determine the correlation
between e-learning and academic achievement of students in higher learning. 150 observational
studies carried in Russian educational institution were used. It was revealed that the usage of
knowledge and communication technologies to boost e-learning increases the academic success
of students. The shortcoming with this study as noticed by the current study was organizational
policy for e-learning differ this alone would not be sufficient and justifiable for a study of this
magnitude.
Abdellah and Marwa (2023) conducted research to determine whether or not the use of virtual
classrooms was successful in fostering academic motivation in groups of boys and girls enrolled
36 in the professional master's degree programme. The participants in this study are students who
are currently enrolled in the second academic level of the professional master's programme for
educational technology. These students were randomly assigned to one of two experimental
groups: one group was comprised of males, while the other group was comprised of girls. The
"interactive multimedia" course was studied by both of the groups through the use of virtual
classrooms. As a research instrument for the purpose of achieving the goal of the study, the
academic motivation scale was utilized. The findings indicated that there were no statistically
significant variations between the groups of boys and girls regarding the impact that the use of
virtual classrooms had on the growth of academic desire.

Summary of the Reviewed Related Literatures

This chapter reviewed literature on Concept of Computer Studies, Concept of Teaching and
Learning in Science, Concept of e-Learning (Electronic Learning) in Computer studies, the
Implementation of e- Learning in Computer studies in Higher Institution and the Educational
Effectiveness of e- learning on undergraduates science education students.
The review guided the researcher in selecting appropriate research design for the study. It also
review that Perception of undergraduate science education students about e-learning has to do
with behavior formed by individual student which may be positive or negative besides, student
may develop keenly interest towards e-learning and vice versa towards academic performance.

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The adoption of e-learning in tertiary institutions becomes necessary to improve performance
and creates an avenue through which organizational tasks can be performed with minimal stress
due to technological innovations. The persistent search for an effective method of teaching in
higher institutions brings about the use of e- learning. e-learning strategy refers to the practice of
enhancing traditional learning with the use of various electronic instruments. It is instructional
software, a website, or a web application that is programmed to simulate human intelligence in
terms of lesson delivery, test administration, tracking the progress of students, providing
feedback, and displaying experiments in a virtual manner. This learning strategy is not about
educational robots stealing jobs away from teachers and brainwashing youngsters; rather, it is
much more about conventional application programmes running on tablets, laptops, Apple
computers, or cellphones that are used to enhance classroom instruction. E-learning was chosen
as a solution to the problems that have been caused by the conventional system of lesson
delivery, which has been in use for many years but has been shown to be inefficient, rigid, and
time-consuming when it comes to meeting the various learning preferences and requirements of
the students. With the advent of e-learning, teachers may instruct students from all over the
world without ever having to physically interact with them. The usage of computers and the
internet is a key component of e-learning in these rapidly growing economic times.
Undergraduate science education students in higher institution are encouraged to take an active
role in their learning through the use of e-learning, which gives them more chances to create and
comprehend challenging ideas. This technology gives the student the ability to manage the
navigation inside the virtual world and interact directly with the many items therein. Learners are
encouraged to learn through activities that are centered on the learner.
According to the findings of the review, the implementation of e-Learning in higher institutions
has been proved to be a significant factor in the overall increase in the performance of
undergraduate students. The investigation also revealed that the utilization of e-learning might
give a plausible way out of the issues that are linked with the usage of conventional classrooms
and alleviate the majority of the problems that are related with its use. Hence, the need to look
into the use of e- learning in the teaching and learning of undergraduate students in higher
institution in Ekiti State.

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