Global Educational Research Journal

Viewing Options:  View Full Article - PDF     Download Full Article - PDF

Exploring Basic Science Teachers’ Perspectives towards Using E-Learning Techniques to Deliver Instruction at a Mastery Level

Onyi IE and Aham AC


*Corresponding Author:   Onyi IE ,     Received: 20/11/2022| Accepted: 18/1022022 |Published: x/10/2022| |


Abstract: Basic science is an integral part of upper basic education in Nigeria. The introduction of e-Learning has ameliorated the unprecedented crisis in the educational sector brought by covid-19. With the mastery of e-learning skills, teachers would be more fruitful in the implementation of the requirements of the curriculum. There aren't many studies done on how teachers feel about using online learning materials. Therefore, research is required to explore basic science teachers’ perspectives towards using e-learning techniques to deliver instruction at a mastery level. The study used a descriptive survey research design. 140 Basic Science teachers took part in the study. The t-test, ANOVA, and Pearson Correlation were used to examine the data. The research revealed that teachers of basic science have a negative opinion of employing e-learning techniques to deliver instruction at a mastery level. Gender, teaching experience, age and educational background were shown to be non-significant (p > 0.05) in influencing basic science teachers’ perception of using e-learning techniques to deliver instruction at a mastery level. While basic science teachers' level of e-Learning proficiency (r=0.564, p=.000) was statistically significant in determining their perception of using e-learning techniques for instructional delivery at a mastery level. The researchers recommend that Basic Science teachers should be trained by the government to a mastery level in order to generate teachers who can employ e-learning for instructional delivery in case of future educational obstacles 
Keywords: Basic Science, E-Learning, Instruction, Mastery level, Techniques,

Published by  GERJ                      ISSN: 2360-7963