The study sought to evaluate pre-service teachers’ perceptions and readiness towards online learning in Akatsi College of Education. The study used descriptive survey design. A structured questionnaire was used to collect data from two hundred and twenty-three pre-service teachers who were purposively sampled for the study. The data collected was analysed using percentages, means and standard deviations. The results revealed that majority of the pre-service teachers preferred face-to-face to online method, found it difficult using online learning facilities. Majority of the pre-service teachers perceived that the use of online learning would improve their creativity in disseminating and experiencing learning. In addition, majority of the pre-service teachers did not have good internet broadband to get them connected to an online learning class. They were also distracted at homes during online lessons coupled with erratic power supply. Majority of the preservice teachers have negative perceptions and were not ready for online learning. Consequently, it was recommended that Government of Ghana invested more in the area of communication infrastructural facilities as well as partnering with telecommunication companies to provide very effective broadband internet connectivity to college servers and students at reasonable cost to facilitate online learning classes.
Citation: Mark Mishiwo, Benedicta Enid Mawuse Danku, Martha Ayivor, Florence Doe (2021) Online Teaching and Learning: Perceptions and Readiness of Pre-Service Teachers, British Journal of Education, Vol. 9, Issue 9, pp.101-113
Readiness of Undergraduate Students for Distributed Learning in Selected Higher Educational Institutions in Southern Nigeria (Published)
The study investigated the level of readiness of undergraduate students for Distributed Learning. Descriptive survey method of the cross-sectional research design was used for the study. A stratified random sampling technique was used to select the sample of 600 from the population of 39,316 undergraduate students of the University of Port Harcourt and the Port Harcourt study center of the National Open University of Nigeria. A self-assessment instrument, Distributed learning Readiness Instrument (DLRI), developed by the researcher was used to collect data from the sample. The reliability of the instrument was determined through the test-retest method and a reliability coefficient of 0.77 was obtained. Three experts in the field of Educational Technology and two in Measurement and Evaluation confirmed the face and content validity of the instrument. Six research questions were answered using mean and standard deviation while six hypotheses were tested with t-test and one-way ANOVA at 0.05significance level. The results showed that Distance and Part-time students had higher level of readiness than Full-time and Sandwich students. Also, there were significant differences found on modes of study, gender, age and course of study. The conclusion is that there is inequity in the readiness of students for e-Learning. The use of readiness assessment, orientation programmes, effective learner support were recommended.
Senior High School Elective Mathematics Students’ Readiness to Pursue Advanced Mathematics at the University Level (Published)
This study primarily focused on senior high school students’ readiness to pursue advanced mathematics at the university level. Data for the study was obtained from 317 senior high school students from three public senior high schools in the Cape Coast Metropolis in the Central Region of Ghana. The 317 students were final year elective mathematics students made up of 196 females and 121 males. Data for the study was collected through the use of questionnaires. The study adopted the descriptive survey as the main design and data collected was analyzed using simple graphs, percentages, descriptive and inferential statistics. Analysis of data revealed that students were ready to pursue advanced mathematics at the university level. Findings also revealed that there was no statistically significant difference based on gender. Also, no statistically significant difference was observed between single-sex female school students and that of mixed school students as well as that of single-sex male school and co-educational school students. However, a statistically significant difference was realized between single-sex female and single-sex male school students. Findings indicated that majority of the students reported to have come from a very good socio-economic backgrounds, which seems to have influenced their readiness to pursue advanced mathematics. The findings affirmed students’ perceived positive readiness towards their interest in doing mathematics, competence in doing mathematics, school environment/culture, relevance of mathematics, and nature of mathematics. The implication of these findings is that senior high school students are well prepared and ever ready to pursue advanced mathematics. It also presupposes that much more students are willing to go into the sciences which would end up raising the productivity of the country.