e-ISSN: 2705-3520 Journal of Library, Science Education Volume 1 Number 1

p-ISSN: 2705-3539 and Learning Technology (JOLSELT) June 2019

EFFECTS OF E-LEARNING TOOLS ON STUDENTS’ ACADEMIC

PERFORMANCE IN SECONDARY SCHOOLS IN ILORIN
METROPOLIS, NIGERIA

ADEBAYO Suleiman, Ph.D1

[email protected]
Department of Chemistry, School of Sciences, Kwara State College of Education,
Ilorin, Nigeria

BALOGUN, Omolara Rachael2

AbdulAzeez Atta Memorial College, Ilorin, Nigeria

ABSTRACT
The study sought to determine the effect of e–learning tools on the students’ academic
performance in secondary schools in Ilorin metropolis, Nigeria. Descriptive research
design of survey type was adopted for this study, a total of three hundred and thirty
(330) teachers made up the sample of the study drawn from 10 public and private
schools each. The instrument for the study consisted of twenty (20) items questionnaire
generated to answer the research questions and hypotheses. The data were presented
and analyzed using descriptive statistics of frequency distribution analysis (FDA). The
study found that there is positive and significant relationship between the use of e-
learning tools and students’ academic performance. Based on the findings of the study,
it was concluded that students’ use of e-learning tools has significant effect on their
academic performance. Thus, it is affirmed that e-learning tools would significantly
promote students’ interest in the learning contents, make learning easy for students,
allow students and motivate students towards better academic performance. The study
recommends that the use of e-learning tools and technology in secondary schools
should be encouraged so as to improve students’ academic performance significantly.

INTRODUCTION
Education is a vital activity and quality education has traditionally been
associated with strong teachers having high degree of personal contact with learners.
The significance of education, particularly in a developing country like Nigeria has
increased because of the need to catch up with the developed world in several areas,
particularly in global competitiveness and best practices. As the world grows more
towards being a global village, the need to innovate in teaching practices with particular
reference to Information Communication Technology, ICT, becomes imperative if
attempt is to be made to bridge the gap between the developing and developed world.
E-learning according to Aboderin (2015), encompasses an ample array of
systems, from the teacher using visual effects to students accessing academic materials
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 A Publication of Department of Science Education, Al-Hikmah University, Ilorin, Nigeria

online and teaching delivered entirely with the use of computer. E-learning is learning
utilizing electronic technologies to access educational curriculum outside of a
traditional classroom (www.e-learning.gov, 2019). It (e-learning) involves the use of
network technologies to create, foster, deliver and facilitate learning and it encompasses
face-to-face, distance, mixed and blended delivery models that utilizes electronic
means, a unifying term used to describe the fields of online learning, web-based training
and technology delivered instructions

E-learning has received much attention from various institutions and academic
scholars in the past few years. E-learning is a computer based educational system that
enables learner to learn anywhere and at any time. E-learning is mostly delivered
through the internet, although in the past it was delivered using a blend of computer-
based methods like CD-Rom (Epignosis, 2014). The use of e-learning tools in respect to
learning process is critical for the successful implementation of various learning
environments (Abdullah & Azzedine, 2011). Galy, Downey and Johnson (2011) noted
that modern classroom, whether online or schools-based, use e-learning tools and
learning management systems that capture student cognition and engages them in the
learning process via technology, while increasing their need for self-directedness.
Imperatively, the role that ICT play in the educational and learning environment
cannot be over emphasized. The use of ICT in modern learning environment ranges
from slide use of computers in practical aspects to an online learning experience which
enhances and improves students’ intellectual and learning behavior (Smith, 2003). With
the introduction of computers, the precursor of our modern-day ICT, and the promising
potentials of computer-based instruction and learning, many researchers and institutions
were motivated to invest viable resources so as to ensure the possibility of computers
enhancing learning culture. Many authorities believe that computers should be brought
into the education system because of the expectation that students would benefit
quantitatively from computers by providing them with the software and hardware for an
effective learning process (Wheeler, 2010).
The digital age has transformed the way people communicate, network, seek
help, access information and learn. We must recognize that young people, particularly
students, are now an online population and internet access is through variety of means,
such as computers, television and mobile phones (Tapscott, 2005; Al Ansari, 2006).
Thus, as technology becomes more and more embedded in our culture, students must be
provided with relevant and contemporary experiences that allow them to successfully
engage with technology and even prepare them for life after school. The use of e-
learning tools, it is believed, would have a positive influence on both students’
achievement, motivation and learning process.
The use of Information Communication Technology, ICT in education lends
itself to more student-oriented learning settings. With the world moving rapidly into
digital media and information, the influence of ICT on both education and students’
learning behavior is becoming more and more important and this importance will
continue to grow in the 21st century. Web Based Training and its newer and more
general synonymous term e-Learning are two of today’s buzz-words in the academic
world (Odhiambo, 2013). Decision-makers associate with its new ways of learning that
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p-ISSN: 2705-3539 and Learning Technology (JOLSELT) June 2019

are more cost efficient than traditional learning strategies and which allow students to
better control the process of learning because they can decide when, where and how fast
to learn.The emergence of e-leaning according to Ani and Ahiauzu, (2008), has
tremendously transformed information-handling and management in academic
environments.

Although, classrooms are considered a face-to-face learning environment, yet

the installation of ICT equipment such as web-based tools and other technologies would
positively influence students’ blended learning situation. This is because there appears
to be some consensus that both teachers and students feel that ICT use in the class
greatly contributes to students’ motivation and engagement in learning. A very high
percentage (86%) of teachers worldwide agree that students are more motivated and
attentive when computers are in their study programmes so as to remain relevant in the
rapidly changing condition for educational services (Salau, 2012). In this study, a
research regarding the use of ICT and its influence on students’ academic performance
and learning outcome was provided.

For many years, educational researchers have maintained an interest in the

effective prediction of students’ academic achievement at school. Societies all over the
world strive to achieve quality education for her citizenry. In order to achieve this noble
course, so many factors must be put into consideration. Among them is the introduction
of ICT into education particularly at classroom level a result of technological
development. We are in the world of digital age where ICT needs to be introduced into
classrooms to enhance learning and develop students’ digital experience. Students’
learning behavior and understanding have been the issue in many research studies as
teachers have been observed complaining of the difficulties involved in classroom
management practices due to lack of concentration by the students. This greatly affects
the teaching-learning process. It is believed that proper use of ICT will foster learning
and motivate students to come to class and engage in classroom activities. For instance,
Becker, 1997 cited in Youseff & Dahmani, 2008, is of the view that the use of ICT in...
education will allow for a shift from teacher-centered approach to student-centered
approach thereby improving teaching and learning.

Evidence exist to suggest that different teaching delivery styles can have
different degrees of success as measured in terms of academic performance or
achievement. In relation to online teaching, a growing number of studies have
contended that e-learning improves students' performance in education. These studies
claim that ICT have a potential to innovate, accelerate, enrich and deepen skills, to
motivate and engage students, to help relate school experience to work practices, create
economic viability for tomorrow's workers, as well as strengthen teaching and helping
schools change ( Al-Ansari, 2006; Alkhalaf, Drew & AlHussain, 2012; Lemke &
Coughlin, 1998: cited in Yusuf,2005; Smith and Hardaker, 2000). The potential of e-
learning to significantly affect education in a developing country like Nigeria is thus
significant. For example, Osunade, Ojo & Ahisu, 2009, in their research work, reported
that the use of e-learning has the following significant effect on the students: (i) has an
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 A Publication of Department of Science Education, Al-Hikmah University, Ilorin, Nigeria

edit effect in terms of quality of student work and practical examples through
visualization; (ii) improves language skills through visualization; (iii) equalizes
individual differences and particularly has dramatic effects for students with special
needs; (iv) facilitates self-pacing with increased capacities to deal with individual
learning styles, as students can work at their own pace and intensity suitable to their
needs; (v) enables collaborative learning with little indication of the isolated learner
amongst other advantages.

According to Barker & Wendel (2001) students in virtual schools showed

greater improvement that their conventional school counterparts in critical thinking,
researching, using computers, learning independently, problem-solving, creative
thinking, decision-making, and time management. A study by Calderoni (1998)
revealed that academic advantages over traditional classroom instruction were
demonstrated by students in Mexico’s Telesecundaria program, who were “substantially
more likely than other groups to pass a final 9th grade examination” administered by the
state; by students taking a chemistry by satellite course (Dees 1994); and by students
learning reading and math via interactive radio instruction (Yasin & Luberisse 1998).
Kearsley (2000) noted that given instruction of equal quality, groups of students
learning online generally achieve at levels equal to their peers in classrooms. Equality
between the delivery systems has been well documented over decades for adult learners.
Evidence to date convincingly demonstrates that when used appropriately,
electronically delivered education— ‘e-learning’— can improve how students learn,
and can deliver high-quality learning opportunities to all children” (National
Association of State Boards of Education, 2001).
On one hand, it is noted that e-learning is at least as effective as traditional
instructional strategies (Rosenberg, Grad & Matear, 2003), and that there are no major
differences in academic performance between the more traditional and more
technology-oriented modes of instruction (Cavanaugh, 2001). Other studies however,
find that greater online teaching has a negative impact on performance (Johnson, 2005).
For instance, Adeyemi (2011) is of the view that despite the claims that e-learning can
improve the quality of education, making materials available online results in improved
learning results only for specific forms of collective assessment; resistance to change
from traditional pedagogical methods to more innovative, technology-based teaching
and learning methods by both students and teachers; lack of qualified personnel;
inadequate ICT infrastructure as a result of underfunding. Abulibdeh, and Hassan
(2011), were also of the view that e-learning makes learners undergo contemplation,
remoteness and lack of interaction or relation, making it require strong inspiration and
skills to the management of time so as to reduce such effects. They also found that
clarifications, offer of explanation and interpretation is less effective in e-learning;
deteriorate institutions', teachers' role and several other identified challenges.
Identifying the actual impact of e-learning on students, schools and the wider
environment when put to use is actually difficult because of its newness and diversity of
the programmes and the complexity of factors affecting outcome, measuring of its
impact is an emerging issue and closely related on how the technology is used as an
educational tool and other factors.

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The prediction and explanation of academic performance and the examination of

the factors relating to the academic achievement are topics of greatest importance in
different educational levels. Studies have shown that prior academic performance is an
important predictor of performance at various levels of education. Students’
performance remains one of the key determinants of the success of any technological
innovation and initiative in any school and their academic performance and attitudes
towards computers are suggested as having an influence on their use of e-learning tools.
As ICT are being increasingly used in education, the need to monitor their impact on
students’ academic performance is ever more needed. This is because it is quite
important to show the relationships between technology use and students' academic
performance. There is also a need to show that education should be seen as using
technology not only as an end in itself, but as a means to promote creativity,
empowerment and equality and produce efficient learners and problem solvers. Many
academic researchers have tried to answer this question at theoretical and empirical
levels. But as ICT entails evolving technologies and their effects are difficult to isolate
from their environment, the relationship between the use of e-learning tools and student
educational performance is unclear, and contradictory results are presented in the
literature (Youssef & Dahmani, 2008) as explained earlier. Therefore, this study
examined the effects that e-learning tools have on student’s academic performance in
secondary schools in Ilorin metropolis, Kwara State, Nigeria.
The ability to effectively manage learning time is an important element in of
electronic learner success (Kearsley, 2000). Palloff and Pratt (1999) hinted that
interacting in a Web-based course can require two to three times the amount of time
investment than in a face-to-face course. Roblyer (1999) pointed that students who have
difficulty managing time are more likely to achieve less in a distance course or drop out
altogether. Gibson (1998) equally mentioned that a key construct relating to distance
learners’ persistence is their self-efficacy for learning at a distance and that personal
perceptions of competence (self-efficacy) are related to learners’ perceptions of their
ability to manage time effectively. Studies also suggest that student academic
performance may be affected by both engagement effects and learning-style effects.
Carini, Kuh, and Klein (2006), found that, although in general, the relationship between
engagement and performance is complex; engagement is positively correlated with
student performance. Their conclusion is supported by a number of empirical studies:
Rodgers and Ghosh (2001) identified that ‘effort’ (or engagement) levels were highly
significant in determining student examination performance though Davies and Graff
(2005) study made in an e-learning context found that online engagement had no
statistically-significant impact on examination performance.

Other studies in this area have examined the issue of what determines the
amount of time that a student spends on e-learning. Arbaugh (2000) is of the opinion
that 'time' will depend on the student’s attitude to the perceived usefulness, and also the
ease of use, of this delivery medium. It is suggested that students who spend more time
on internet-based courses tend to be the ones who take more ownership of the learning
process, and as a consequence receive the greatest learning benefit (good performance
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 A Publication of Department of Science Education, Al-Hikmah University, Ilorin, Nigeria

as measured by grades). From this, it can be inferred that we might expect to find a
significant, and positive, relationship between the level of e-learning engagement and
academic performance as students who use their time efficiently are more likely to learn
and/or perform better than students who do not have good time management skills.
Zimmerman and Risemberg (1997) opined that self-regulated learners know how to
manage their time because they are aware of deadlines and how long it will take to
complete each assignment. They prioritize learning tasks, evaluating more difficult from
easier tasks in terms of the time required to complete them. They are aware of the need
to evaluate how their study time is spent and to reprioritize as necessary.

Purpose of the Study

The purpose of this study was to examine the effects of e-learning tools on
secondary school students’ academic performance in Ilorin metropolis. The specific
objectives are:
1. Determine the level of students’ Utilization of E-Learning Tools for Learning?
2. Evaluate the effects of E-Learning Tools and Students’ Motivation to Learn?
3. Examine the effects of E-learning Tools and Student Engagement in Academic
Activities?
4. Determine the effects of E-learning Tools and Students’ Academic
Performance?

Research Questions
The following research questions were raised to provide answers sought in this
study:
1. What is the level of students’ Utilization of E-Learning Tools for Learning?
2. What are the effects of E-Learning Tools and Students’ Motivation to Learn?
3. What are the effects of E-learning Tools and Student Engagement in Academic
Activities?
4. What are the effects of E-learning Tools and Students’ Academic Performance?

METHODOLOGY
The study adopts descriptive survey research method as the research design. A
survey method for this study is quite appropriate in the measurement of respondent’s
opinion on the issue related to e-learning tools and students’ academic performance.
Likert-type items on a five-point scale for closed-ended questionnaires was employed to
measure the respondents’ perceptions on various issues relating to e-learning tools and
students’ academic performance in Ilorin metropolis of Kwara State, Nigeria.

The population for the study comprises of all the teachers and principal of
secondary schools in Ilorin metropolis made up of Ilorin East, West, South and Asa
Local Government Areas, Kwara State. This include both the private and public
secondary schools totaling eighty-six (86) (Kwara State Government, 2015). The total
number of teachers in these (86) secondary schools as at the time of this study are one
thousand, eight hundred and ninety-three. To arrive at the appropriate sample size for
the teachers to be selected as respondents, Yamene’s formula is applied. Thus, three

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hundred and thirty (330) teachers were selected as samples among twenty (ten public
and ten privates) randomly selected schools.

Data was collected with the use of questionnaire administration. The

questionnaire was structured into two main parts. The first part focused on the
demographic characteristics of the respondents. The second part focused on twenty-item
questions related to issues of e-learning and students’ academic performance. These
were formulated as to provide answers to the research questions. Three hundred and
thirty (330) copies of questionnaires were administered across twenty secondary schools
in Ilorin metropolis, Kwara State. In measuring of the respondents’ opinions as
expressed in the questionnaires, Likert rating scale of five points was employed.
Saunders, Lewis and Thornhill, (2000) assert that the Likert-style rating method of
questionnaire design enables researcher to determine the views of the respondents on
how they agree or disagree with a series of statements. It also has the advantage, in that,
it enables numerical value to be assigned to cases for easy quantitative analysis
(Zinberg, Revelle & McDonald, 2006).
The researchers-designed questionnaire was validated by experts which involved
two senior lecturers in the Faculty of Education in a tertiary institution for vetting,
correction and approval. The reliability of the instrument was measured by performing a
reliability test using Cronbach alpha test to check the consistency and accuracy of the
measurement scales. A reliability coefficient of 0.71 was obtained, indicating questions
in each construct are measuring a similar concept. The questionnaire was administered
personally by the researchers to the respondents in the selected secondary schools, with
the approval of the respective school authorities. The respondents were given a twenty-
four hours period to fill the questionnaire so as to allow for proper reflection on the
options before being filled. All completed questionnaires were collected and collated for
data analysis.
The study used both qualitative and quantitative analysis of data in determining
the relationship of variables involved in the study. The data obtained from the field
were presented using descriptive statistics (frequency distribution analysis, FDA i.e.
Frequency Count).

RESULTS
The responses to the questionnaire administered showed that a total of three
hundred and thirty (330) copies of questionnaire were administered to the respondents.
Two hundred and eighty-eight (288) copies of the questionnaire representing 87.3%
were returned and considered fit for the study. This implies that majority of the
respondents positively responded to the questionnaire, making it adequate the study.
(State the Research Question you intend to answer before placing each table)

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 A Publication of Department of Science Education, Al-Hikmah University, Ilorin, Nigeria

Table 1: Students’ Utilization of E-Learning Tools for Learning

S/N Items Strongly Agreed Undecided Disagreed Strongly
Agreed (%) (%) (%) Disagreed
(%) (%)
1. E-learning tools 40 (13.9) 22(7.6) 14(4.9) 79(27.4) 133(46.2)
are readily
available in my
school

2. I use educational 61(21.2) 39(13.5) 21(7.3) 65(22.6) 102(35.4)

blog for class
interaction

3. Students read e- 12(4.2) 38(13.2) 14(4.9) 81(28.1) 143(49.7)

books and e-
journals to
enhance
academic
performance.

4. Students process 23(8.0) 17(5.9) 11(3.8) 85(29.5) 152(52.8)

assignments with
the computer

5. Students use e- 33(11.5) 22(32.2) 16(5.6) 93(7.6) 124(43.1)

learning tools for
study

Table 1 shows that 73.6% of the respondents affirmed (disagreed) that e-

learning tools are not available in their schools; 58% disagreed, 7.3% of the respondents
were undecided and 35.6% agreed that they do not use educational blogs for class
interaction and; 77.8% of the students agreed that they do not read e-books and e-
journals to enhance academic performance. Also, 82.3% of the students do not process
assignments with the computer. 3.8% of the respondents were undecided while 13.9%
of the students claimed that they process assignments with the computer. The table
further shows that 75.3% of the students do not use e-learning tools for study. 5.8% of
the respondents were undecided while 19.1% say they use e-learning tools for study.

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Table 2: Effect of E-Learning Tools and Students’ Motivation to Learn

S/N Items Strongly Agreed Agreed (%) Undecided Disagreed Strongly
(%) (%) (%) Disagreed
(%)
1. I love new 121(42.0) 108(37.5) 18(6.3) 22(7.6) 19(6.6)
innovation
that motivate
students
towards
learning

2. E-learning 118(41.0) 106(36.8) 27(9.4) 23(8.0) 14(4.8)

tools
promote
students’
interest in
the learning
content

3. E-learning 144(50.0) 83(28.8) 26(9.0) 14(4.9) 21(7.3)

tools make
learning easy
for students

4. E-learning tools 91(31.6) 88(30.6) 25(8.7) 31(10.8) 53(18.4)

allow students to
apply skills and
knowledge gained
practically

5. E-learning 108(37.5) 103(35.8) 35(12.2) 21(7.3) 21(7.3)

tools
motivate
students
towards
better
academic
performance

Table 2 shows that 79.5% of the respondents support that they love new
innovation that motivate students towards learning while 6.3% were undecided while
14.2% of the respondents did not agree that they love new innovation that motivate
students towards learning; 77.8% of the respondents supported that e-learning tools
promote students’ interest in the learning content, 9.4% were undecided, while 12.8%
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 A Publication of Department of Science Education, Al-Hikmah University, Ilorin, Nigeria

disagreed. Also, 78.8% of respondents affirmed that e-learning tools make learning
easy for students. 9.0% were undecided, while 12.2% disagreed, and 62.2% of
respondents affirmed that e-learning tools allow students to apply skills and knowledge
gained practically. 8.7% of the respondents were undecided, and 29.2% of the
respondents disagreed; 73.3% of the respondents agreed that e-learning tools motivate
students towards better academic performance. 12.2% were undecided and 14.6%
disagreed This implies that e-learning tools could promote students’ interest in the
learning content, would make learning easy, as well as motivate students towards better
academic performance thereby enhancing students’ academic performance.

Table 3: Effect of E-learning Tools and Student Engagement in Academic

Activities
S/N Items Strongly Agreed Undecided Disagreed Strongly
Agreed (%) (%) (%) Disagreed
(%) (%)
1. E-learning tools in 140(48.6) 88(30.6) 24(8.3) 15(5.2) 21(7.3)
improving student’s
study skills

2. Use of e-learning 55(19.1) 29(10.1) 26(9.0) 79(27.4) 99(344)

tools waste students’
time

3. E-learning tools 122(42.3) 92(31.9) 24(8.3) 24(8.3) 29(10.1)

provide students with
some of the pre-
requisite skills for
academic
preparedness

4. E-learning tools 131(45.5) 72(25.0) 24(8.3) 29(10.1) 32(11.1)

ensure that students
learn independently

5. E-learning tools 122(30.2) 87(22.2) 24(8.3) 35(12.2) 20(6.9)

encourage students’
class participation

Table 3 shows that 79.2% of the respondents agreed that e-learning tools help in
improving student’s study skills with 8.3% of the respondent’s undecided and 12.5%
disagreed; 29.2% of the respondents support that use of e-learning tools waste students’
time. 9.0% of the respondents were undecided and 61.8% of the respondents did not
agree that use of e-learning tools waste students’ time; 74.2% of the respondents agreed
that e-learning tools provide students with some of the pre-requisite skills for academic
preparedness. 8.3% of the respondents were undecided, while 17.4% of the respondents
strongly disagreed; 70.5% of the respondents agreed that e-learning tools ensure that
students learn independently. 8.3% of the respondents were undecided while 21.2% did
not agree and; 52.4% agreed that e-learning tools encourage students’ class
participation. 8.3% of the respondents were undecided while 19.1% did not agree.
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Table 4: Effect of E-learning Tools and Students’ Academic Performance

S/N Items Strongly Agreed Undecided Disagreed Strongly
Agreed (%) (%) (%) Disagreed
(%) (%)
1. E-learning tools are 110(38.2) 76(26.4) 34(11.8) 27(9.4) 41(14.2)
essential for students’
academic performance

2. E-learning tools provide 113(39.2) 95(33.0) 21(7.3) 27(9.4) 32(11.1)

learning opportunities that
enhance academic
performance

3. E-learning tools improve 116(40.3) 107(37.2) 18(6.3) 19(6.6) 28(9.7)

students’ organizational
skills

4. E-learning tools promote 122(42.4) 101(35.1) 25(8.7) 19(6.6) 21(6.8)

students’ self confidence

5. E-learning tools help 141(49.0) 82(28.5) 23(8.0) 17(5.9) 25(8.7)

students’ link academic
subjects to examination
demands

Table 4 shows that 75.4% agreed that e-learning tools is essential for students'
academic performance while 23.6 disagreed; 72.2% also agreed that e-learning tools
provide learning opportunities that enhance academic performance. 20.5% disagreed
and 11.1% were undecided; 77.5% agreed that it improves students' organizational
skills, 16.3% disagreed and 6.7% were undecided; that e- learning tools promotes
students' confidence (77.5%) while 13.4% disagreed and 8.7% were undecided and; it
was also observed that 77.5% of the respondents supported that e-learning tools help
students link academic subjects to examination demands, 7.4% disagreed and only 1.1%
were undecided, implying that e-learning tools improved students' academic
performance.

DISCUSSION

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 A Publication of Department of Science Education, Al-Hikmah University, Ilorin, Nigeria

It was found that that there is a positive and high level of the utilization of e-
learning tools and students’ academic performance. This agrees with the study of
Odhiambo, 2013; Osunade, Ojo & Ahisu, 2009. They found that the higher the level of
utilization of e-learning tools, the better the students; academic performance. Lack of
availability of e-learning tools in schools affects the use of e- learning tools (Adeyemi,
2011). Also, that resistance to change from traditional pedagogical methods to more
innovative, technology-based teaching and learning methods by both teachers and
students makes utilization of e-learning tools low (Adeyemi, 2011).
The study equally showed that usage of e-learning tools have significant effect
on students’ motivation to learn Retrieved from Osunade, Ojo & Ahisu, 2009; Salau,
2012) as it was found to develop communicative and awareness of different audiences,
facilitates self pacing with increased capacity to deal with individual learning styles
amongst other positive benefits which explains that usage of e-learning tools has a
combine effect of 89.8% on the variation of students’ motivation to learn because it
promote students’ interest in the learning content; make learning easy for students;
allow students to apply what have been learnt to the real world situation and essentially
motivate students towards better academic performance. Rhis contrasts the finding of
Johnson (2005) who found that greater online teaching has a negative impact on
academic performance.
The study also found that e-learning tools have significant effect on students’
effective engagement in academic activities. This also agrees with previous studies
(Carini, Khu & Klein, 2006; Osunade, Ojo & Ahisu, 2009; Rogers & Ghosh, 2001) as
Osunade et. al. (2009) claimed among other results of their findings that e-learning has
dramatic effects on students' desire to learn impacts on resource-based learning and
access to real world information through the web. E-learning tools is perceived to help
in improving student’s study skills; it provides students with some of the prerequisite
skills for academic preparedness; ensure that students learn independently thereby
improving students’ confident and encourage students’ class participation. On academic
performance, results from the study indicate that e-learning tools is essential for
students' academic performance, provide learning opportunities that enhance academic
performance and improves students' organizational skills as observed by Odhiambo,
(2013); Baker & Wendel, (2001); Calderoni, (1998) in their studies.

CONCLUSION
This study examined the effect of e-learning tools on student’s academic
performance in Ilorin metropolis. The study shows that e-learning tools are essential for
enhancing students’ academic performance, because it encourages students’ class
participation, ensure that students learn independently which boost students’ confidence
and provide learning opportunities that enhance academic performance. Therefore, the
study conclude that students use of e-learning tools have significant effect on their
academic performance. Thus, it is affirmed that e-learning tools would significantly
promote students’ interest in the learning content, make learning easy for students,
allow students to apply skills and knowledge gained practically and motivate students
towards better academic performance. Moreover, effective usage of e-learning tools
would equally help in improving student’s study skills, provide students with some of
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p-ISSN: 2705-3539 and Learning Technology (JOLSELT) June 2019

the prerequisite skills for academic preparedness, help students to link academic
subjects to examination demands and improve students’ organizational skills. e-
Learning is a new and innovative way of learning that is more cost efficient than some
traditional learning strategies and allow students to better control the process of learning
because they can decide when, where and how fast to learn.Its emergence (e-leaning)
has significantly transformed information-handling and management in academic
environments. its use in our secondary school system will go a long way in improving
student-teacher, student-student interaction thereby promoting quality learning

RECOMMENDATIONS
Integration, proper and effective utilization of e-learning tools in the teaching
and learning process will bring about benefits in the academic and non-academic field
to both the students and teachers. Therefore, in line with the findings of the study, the
following recommendations are made:
i. The use of e-learning tools in secondary schools should be encouraged across all the
secondary schools so as to improve students’ academic performance significantly.
ii. The school management and education development board in the state should as a
matter of necessity put more e-learning facilities and equipment in place providing
solutions to specific problems of curricula. The management of secondary schools and
government agency(ies) in charge of secondary schools’ development should recognize
the impact and applicability of e-learning tools to enhance qualitative and quantitative
decision-making in the successful academic output.

iii. Teachers should orientate and encourage the students towards the use of e-learning
tools in the classroom and also encourage the use of social media website that focus on
promoting teaching and learning.
iv. Students should also help themselves by utilizing the mobile technologies majorly
for academics.

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