Ugwu, G.C. Review of Education Institute of Education Journal, University of Nigeria Nsukka. Vol. 23. No.1.

110-122

IMPEDIMENTS TO THE UTILIZATION OF E-LEARNING

OPPORTUNITIES IN PRIMARY SCHOOLS IN NSUKKA
EDUCATION ZONE

Ugwu, G.C. and Aleke, D.I.

Department of Educational Foundations,
University of Nigeria, Nsukka.

Abstract
The study investigated the impediments to the utilization of e-learning
opportunities in primary schools in Nsukka Local Education Authority of Enugu
State. The Study is a survey and four research questions guided the study.
Two hundred and forty (240) primary school teachers, randomly drawn using
simple random sampling technique formed the sample of the study. A 47-item
structured questionnaire titled Impediment to the Utilization of E-learning
Questionnaire (IUEQ) was used to elicit information. The study discovered
that, among others, lack of trained e-learning teachers and e-learning
infrastructures impede the utilization of e-learning in primary schools. Based
on the findings, some recommendations were made.

Introduction to describe gaps between the rich

Information communication
technology (ICT) that has been
developed these days is responsible
for globalization in which
information is shared. In the era of
globalization, what happens in one
country will have impact, positive
and/or negative on other countries.
People from different parts of the
globe, to some degree, share with
one another various information,
knowledge, science and technology.
To some other degree, however this
will create what is called Digital
Divide. Digital Divide is a term used
and the poor in the effective access
and use of ICT (Wagner, 2002). All
these create competition in every
aspect of human life and the
competition is perceived as the main
characteristic of globalization. The
proper way to win the competition in
the era of globalization is by
increasing the quality of the people
through well-programmed human
resource development.
Education is believed to be
one of the important endeavours for
improving the quality of human
resources for it provides the
Ugwu, G.C. Review of Education Institute of Education Journal, University of Nigeria Nsukka. Vol. 23. No.1. 110-122
potential human resources with the
competitive competencies that
comprise knowledge, skills, and
attitudes needed for winning the
competition as well as for national
development.
Nigeria, like many other
countries around the world, has over
the years sought to improve its
education system by introducing
reforms and making plans based on
the education needs of the country,
hence the development of Universal
Basic Education (UBE). The broad
aim is to give a solid foundation for
life-long learning through the
inculcation of appropriate learning-
to-learn, self awareness, citizenship
and life skills (FGN2003). With this
focus, it can be concluded that
beyond increasing access to
education, ensuring quality is a key
goal of basic education in Nigeria.
This is in support of the Dakar
Framework for Action (2000) in
Education for All (EFA) that quality is
at the heart of education - a
fundamental determinant of
enrolment, retention and
achievement.
The primary education
segment, according to the National
Policy on Education (2004), is the
education given in institutions for
children aged 6 to 11 plus. Since the
rest of the education system is built
upon it, the primary level is the key
to the success or failure of the whole
system. Hence, its aims, among other
things, is, to inculcate permanent
literacy and numeracy, and ability to
communicate effectively, lay a sound
basic for scientific and reflective
thinking, develop in the child the
ability to adapt to the childs
changing environment, give the child
opportunities for developing
manipulative skills that will enable
the child function effectively in the
society within the limits of the childs
capacity and provide the child with
basic tools for further educational
advancement. In pursuance of these
goals, one of the curriculum for
primary education is Computer
Education. Computer Education can
be define as the knowledge and
ability to use computers and related
technology efficiently, with a range
of skills covering levels from
elements any use of programming
and advanced problem solving. It
also ensures that the people will
know how to use and programme
computers, develop software
packages, understand the structure
and operation of computers and
their history, and to appreciate the
economic, social and psychological
impact of the computer. The policy
stresses that the teaching of this
subject shall be by practical,
exploratory and experimental
methods.
From the foregoing, it can be
seen that computer education is an
Ugwu, G.C. Review of Education Institute of Education Journal, University of Nigeria Nsukka. Vol. 23. No.1. 110-122
important aspect of the Universal
Basic Education (UBE) programme.
This is in the spirit of making the
countrys educational goals relevant
to the needs of the society in
consonance with the realities of the
environmental and the modern
world. There is an urgent need,
therefore, to integrate e-learning
into primary education in Nigeria in
recognition of its prominent role in
advancing knowledge and skills
necessary for effective functioning in
the modern world. The need for the
changes in the learning process
paved way for e-learning use in the
teaching and learning processes
where students are expected to play
more active roles than before (Alabi
2004).
E-learning according to Sale
(2002), is the use of electronic
technology to deliver education and
training applications, monitor
learners performance and report
learners progress. Hedge and
Hayward (2004), defined it as an
innovative approach for delivery
electronically mediated, well-
designed, learner centered and
interactive learning environments to
anyone, anyplace, anytime by
utilizing the internet and digital
technologies in line with
instructional design principles. It is all
about learning with the use of
computer. In this age, learning with
the use of computer is simply online
ways of acquiring knowledge
through the internet or through the
offline CD-ROM. The online involves
the use of internet
explorer/Navigator. It may be in
form of Audio, Visual, and or
Audio/Visual. The applications and
process of e-learning include
computer-based learning, web-based
learning, virtual classroom and digital
collaboration where content is
delivered via the internet,
intranet/extranet, audio and or video
tapes, satellite TV and CD-ROM
(Islam 1997).
The importance of e-learning
to the world of teaching and learning
cannot be overemphasized. As
Onuigbo and Onuigbo (2006:71) Put
it. the world is moving through
the information superhighway with a
network of computers that enable
one to obtain relevant information
for specific purposes. With e-
learning, teachers and students alike
have access to unprecedented
amount of quality and authentic
information in all areas of study.
The urge to embark on e-
learning is still a dream to some
educational institution, because their
ICT infrastructures are very weak.
The rapid expansions of ICTs in
Nigeria offer an opportunity to
consider its use in the promotion of
primary education. It offers students
considerable benefits including
increased access to learning
Ugwu, G.C. Review of Education Institute of Education Journal, University of Nigeria Nsukka. Vol. 23. No.1. 110-122
opportunities, convenience of time,
and place, making available a greater
variety of learning resources,
improved opportunities for
individualized learning and
emergence of more powerful
cognitive tools (Khan, 2006, Pierre,
1998). It is seen as a key tool in
acquiring, processing and
disseminating knowledge (Adeodoyin,
Akinnuwesi and Adeogoke 2008). It
offers increasing possibilities for
codification of knowledge about
teaching activities through being
able to deliver learning cognitive
activities anywhere, and anytime
(Larsen and Vincent Lancrin 2005).
At this juncture, it can be seen that
e-learning, with ICT facilities is a very
useful tool in equipping the teachers
with desirable techniques for
effective teaching. They constitute
such a variety to the resources and
styles in the handling of instruction
that learning actually becomes fun
and the learner excited. When the
learner is interested, he is motivated
to learn.
In spite of all these benefits
of e-learning, a lot of factors may
impede its utilization at the primary
level of education. Ajadi, Salawu and
Adeoye (2008) in their study on the
relevance of e-learning in the
position of distance education in
Nigeria outline poor ICT
infrastructure and other socio-
economic reasons like inequality of
access to the technology itself by
students, the cost of a personal
computer (PC) and laptop,
technophobia, internet connectivity,
software and license cost,
maintenance and technical support,
and electricity. Nwankpa (2004) in
his study on impediments to the
growth of Information Communication
Technologies in least developed
countries of which Nigeria is one
listed some of the impediments as ICT
education/limited human capital,
(teachers) poor ICT infrastructure, weak
policy/regulatory framework. Awolola
and Tejumola (2008) in their study
on enhancing quality teaching and
learning through the effective use of
Information Technology listed two
basic barriers as teachers not being
computer literate and non-
availability of computers in school.
On his part, Gyang (2008) in
his study on Information and
Communication Technology (ICT)
Education Section Reform in Nigeria
outlined the non-availability of
hardware facilities, lack of funds, lack
of skilled staff and cultural/societal
attitudes as impediments. While
agreeing with Gyang on lack of
funds, Obanya, (2002) states that in
the United States while a personal
computer may cost less than a
month wages, an average Nigerian
worker may require more than six
months income to buy one. In their
study on blind spots in pre-primary
Ugwu, G.C. Review of Education Institute of Education Journal, University of Nigeria Nsukka. Vol. 23. No.1. 110-122

education in the South Eastern 1. What are the available e-

States, Offorma, Ibiam, Uzoeegwu learning tools in teaching
and Igbokwe (2008) noted that while and learning in primary
other instructional materials were schools?
available to some extent in the pre- 2. To what extent are e-
primary centers, ICT materials were learning tools utilized for
largely lacking. While these teaching and learning in
impediments are observed at other primary schools?
levels, one is not sure whether, such 3. To what extent are the
is obtainable in primary school and teachers prepared in the
that is what this study seeks to find use of e-learning tools?
out. 4. What are the barriers to
In spite of all the above, e-learning integration in
computer literacy is a major learning the teaching-learning
skill required in the present process?
information age because it is only a
computer literate person that can Method
adapt and make effective use of the The study employed the survey
vast electronic information available design. Four research questions were
in the world (Nwankpa, 2004). used for the study. The population
Therefore, in line with the ICT policy consists of all the primary school
in primary schools in Nigeria, there is teachers in Nsukka Local
need to start e-learning at the Government Education Authority. A
primary school level of education. sample of two hundred and forty
This is because although the respondents was used for the study
traditional methods of teaching and using the Simple random sampling
learning have been used for teaching technique by balloting was used to
and learning over years, their select the sample. The instrument
impacts on educational processes used was a 47 items structured
have not been felt like the e- questionnaire titled Impediments to
learning. the Utilization of E-learning
The thrust of this study Questionnaire (IUEQ). The
therefore is to find out the instrument was face validated by
impediments to the utilization of e- experts in Childhood Education and
learning opportunities in primary Educational Technology.
schools. For research question one,
The following research percentage was used to analyze the
questions guided the study. availability and non- availability of e-
Ugwu, G.C. Review of Education Institute of Education Journal, University of Nigeria Nsukka. Vol. 23. No.1. 110-122

learning tools. The cut off point for
acceptance is 50%. A four-point
modified Likert type scale of Great
Extent (GE), Moderate Extent (ME),
Little Extent (LE) Very little Extent
(VLE) weighted 4, 3, 2, 1 respectively
was used for research questions
two(2) and three(3). And for
research question four (4), Agreed,
Strongly Agreed, Disagreed and
Strongly Disagreed weighted 4, 3, 2,
1 was used. The items were divided
into 4 sections in line with the
research questions. Mean and
standard deviation were used to
analyze data for research questions
2-4. Mean responses above 2.5 were
accepted while those below 2.5 were
rejected.

Result
Table I
Percentage on the availability of e-learning tools in primary schools.
S/N ITEMS AVAILABILITY % UNAVAILABILITY %
1 Storage facilities (floppy 22.7 77.3
diskettes, CD-ROM, Flash
Disc etc)
2 Digital cameras 2.4 97.6
3 Computers 36.4 63.6
4 Televisions 57.2 42.8
5 Scanners 3.6 96.4
6 Photocopies 27.3 72.7
7 Projectors 3.8 96.2
8 Power point software 3.1 96.9
9 Graphic software 3.2 96.8
10 Video cassette and tapes 60.2 39.8
11 CD writers 2.8 97.2
12 Radio 71.3 28.7
Result from Table I Shows that e-learning items number 4, 10 and 12 are the
available e-learning tools in primary schools in Nsukka Local Education
authority. The other items are not readily available
Ugwu, G.C. Review of Education Institute of Education Journal, University of Nigeria Nsukka. Vol. 23. No.1. 110-122

Table II
Mean rating on the extent of utilization of e-learning tools in primary schools.
S/N ITEMS N X SD DECISSION
13 Storage facilities (floppy diskettes, 240 1.7 1.43 Rejected
CD-ROM, Flash Disc etc)
14 Digital cameras 240 1.6 1.47 Rejected
15 Computers 240 2.1 1.35 Rejected
16 Televisions 240 2.7 1.03 Accepted
17 Scanners 240 1.9 1.39 Rejected
18 Photocopies 240 2.0 1.37 Rejected
19 Projectors 240 1.8 1.41 Rejected
20 Power point soft 240 1.8 1.41 Rejected
21 Graphic software 240 1.9 1.39 Rejected
22 Video cassette and tapes 240 2.5 1.08 Accepted
23 CD writers 240 1.6 1.47 Rejected
24 Radio 240 2.8 1.01 Accepted
Result from Table II Shows that e-learning tools are not yet readily utilized in
primary schools. Of all the items, items 16, 22 and 24 were accepted implying
that only televisions, video cassettes and radios are the facilities that are
being utilized in some primary schools to a little extent. All the other facilities
are not utilized.

Table III
Mean rating on the extent of preparedness of teachers in the use of e-
learning tools.
S/N ITEMS N X SD DECISION
25 I use e-learning tools in the 240 1.6 1.47 Rejected
classroom actively.
26 I have attended a computer 240 2.2 1.34 Rejected
literacy course.
27 I have skills in Microsoft word 240 1.8 1.41 Rejected
application.
28 I do not consider e-learning 240 2.0 1.37 Rejected
necessary for teaching and
learning.
29 I am not interested in acquiring 240 2.6 1.03 Accepted
e-learning
30 I prefer the traditional method 240 3.0 0.93 Accepted
of teaching, and learning.
Ugwu, G.C. Review of Education Institute of Education Journal, University of Nigeria Nsukka. Vol. 23. No.1. 110-122

31 E-learning is very confusing and 240 3.2 0.78 Accepted

is difficult to learn the skills.
32 I use e-learning tools only for 240 1.6 1.47 Rejected
personal purposes.
33 I feel inadequate in using e- 240 1.9 1.35 Rejected
learning.
34 I depend on other teachers to 240 2.8 0.30 Accepted
assist me with their e-learning
skills.
35 I encourage my pupils to use e- 240 2.2 1.34 Rejected
learning tools.
36 I make efforts to up grade my 240 2.2 1.33 Rejected
computer skills.

Table III Indicates that items 29, 30,
31, 34 were accepted because they
had mean responses of above 2.5
while items 25, 26, 27, 28, 32, 33, 35,
36 were rejected because they had
mean responses below 2.5. The
result indicates that the teachers
have neither been using e-learning,
to teach nor have much knowledge
of ICT usage

Table IV
Mean rating on the barriers to e-learning integration in teaching-learning
process.
S/N ITEMS N X SD DECISION
37 Lack of skilled teachers 240 3.6 0.69 Accepted
38 Lack of time on the part of the 240 1.6 1.47 Rejected
teachers to engage in training in
the use of e-learning tools.
39 Lack of instructional time to 240 2.8 0.61 Accepted
effectively use e-learning tools
within a forty-minute lesson
usually allocated for basic
schools.
40 Limited e-learning infrastructures. 240 3.6 0.69 Accepted
41 Poor internet connectivity. 240 3.2 0.78 Accepted
42 Lack of funds. 240 3.3 0.77 Accepted
43 Lack of information on existing 240 1.8 1.41 Rejected
software.
Ugwu, G.C. Review of Education Institute of Education Journal, University of Nigeria Nsukka. Vol. 23. No.1. 110-122

44 Lack of technical support 240 3.2 0.78 Accepted

45 Resistance to change 240 3.8 0.65 Accepted
46 Poor power supply 240 3.6 0.69 Accepted
47 Government inability to enforce 240 3.2 0.78 Accepted
policy implementation

Results on table IV answered resource development in terms of

questions on the barriers to e-
learning integration in the teaching-
learning process. Out of the eleven
(11) items, 9 were accepted because
they had mean responses above 2.5
while two (2) items, items number
38 and 43 were rejected because
they had mean responses below 2.5.
Discussion
The results of research
question one, shows that in spite of
the governments visions and
policies for the use and integration
of e-learning in schools, ICT
infrastructures are lacking. Only
television, video cassettes and radio
are the tools available. Others are
unavailable in primary schools used
for the study. The tools have to be
on ground for any meaningful use of
them to take place. This negates the
provision in the National Policy on
Education (FRN, 2004) that
government shall provide basic
infrastructure and training for the
realization of the ICT goal at the
primary school level. It supports
Oyenike (2010) that two very
important features of integration of
e-learning are lacking-human
skilled teachers to use ICT in teaching
and learning processes, as well as ICT
infrastructure. The result is also in
agreement with the findings of
Offorma, Eze and Egbe (2008) that
what is lacking in schools to a large
extent are ICT materials.
The results on research
question two, shows that e-learning
tools are not readily utilized in
primary schools. This is because
teachers are not well equipped to
teach using ICT. Because of the
nature of exposure of ICT, most
teachers operate even below the
emerging level. This is in agreement
with Adeosun and Maduekwe
(2008), that Nigerian teachers
possess lower level skills in the use of
ICT.
From research question
three, result shows that most of the
teachers lack the requisite skills for
using e-learning in primary school
education. This is an alarming
development since the teacher is the
pivot of all educational activities in
the classroom. Without these
necessary ICT skills, he cannot
impact knowledge to the pupils since
one cannot give what one does not

have. This is in line with the views of
Cajkler (1993) and Higham and
Mararo (1993) that computer
literacy is essential for ICT use
especially in education. They also
note that all teachers and trainees
should have opportunity to
experience ICT skills as a normal and
inescapable part of their training. It
is unfortunate that the teachers
could not demonstrate evidence of
affective acquisition and use of ICT
even at the basic skill level, hence
they cannot fully utilize technology in
their classrooms, and the traditional
chalk and talk approach still
dominates the school pedagogy.
The results on research
question four shows that a chief
barrier to e-learning integration in
schools is the lack of skilled teachers.
However, the teacher identified
barriers have been supported by a
number of studies, (Aduwa-Ogiegba
and Iyamu 2005, Okafor and Edet
2008, and Salawu 2008). These
include limited ICT infrastructures,
poor internet connectivity,
inadequate learning resources
(educational tools, course curriculum
etc) attitudes of teacher-trainees and
teacher trainers which indicate a
gross lack in independent learning
skills and reluctance to take
responsibility for their own learning,
software license and highly
prohibitive costs associated with,
lack of maintenance and technical
Saba, T.M, Maaji, S.A. & Tsado, J. 124
support, and most importantly poor
power supply, a problem that is
peculiar to Nigeria (Olakulehin,
2007). The study supports Ololube
(2006) who also attributed these
barriers to economic disadvantages
and government policies. Also, basic
infrastructure in school-buildings,
furniture, books, libraries,
laboratories and adequate classroom
are still big challenges which may
make blending education and
technology especially of lower levels
a farce.
Recommendation
The following recommendations
were made which if implemented
will go a long way in integrating e-
learning into the teaching learning
process in primary schools.
Government should provide
training for teacher on how
to integrate e-learning into
the teaching learning process.
Government should positively
demonstrate more serious
attitude to the use of e-
learning in schools with the
provision of facilities, but
more importantly, training of
teachers.
There is need for government
to create an enabling
environment for teacher
education programmes to
strive toward producing
highly qualified ICT literate
125
teachers and teacher
educators that would assist in
making the integration and
usage of e-learning in schools
a success.
For sustainable integration of
e-learning in education
funding and other
infrastructural issues should
also be addressed by the
government. There is also the
need to develop a specific
policy for ICT in education- a
national policy for ICT in
education will help to locate
Nigeria in the emerging
global knowledge based
economy, coupled with
strategic investment in
education to enable greater
productivity in the workforce
and thus increased national
competitiveness.
In harmonizing the efforts in
the education sector with the
national effort, the Ministry
of Education should have a
standard policy for
stakeholders to have inputs
to the process of defining a
common vision for the
systematic integration of e-
learning in the education
system.
Conclusion
The survival of the educational
system in the 21st century will
Saba, T.M, Maaji, S.A. & Tsado, J.
increasingly rely on various forms of
electronic delivery and
communication inside a market place
that requires education to be
flexible. E-learning is now widely
used in most of the developed
countries to promote education and
life-long learning in effective ways. In
Nigeria, the recent developments
and awareness of the Government
on ICT have opened an opportunity
to adopt e-learning to educate most
of its uneducated or less, educated
people. Considering the recent
expansion of ICTs in the country,
Government should introduce e-
learning in primary schools so as to
prepare children to fit into the global
village confidently.
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