Research Article 9
Journal of Education & Social Sciences - Volume 11, Issue 2 2023
By Oluniyi Oyeleke, Olalekan E. Ojedokun
10.20547/jess1122311204
Keywords: Effect, eLearning, Techniques, Learning outcomes.

ICT revolution has stimulated eLearning to be an option for education delivery especially for distant learners. COVID-19 pandemic has accentuated its adoption, onsite learners inclusive. However, the perception of a low comparative effectiveness of eLearning learning has been critical issues among stakeholders. The researchers investigate the effect of three models of eLearning delivery platform on learning outcomes in social studies in Nigeria. Learning Management System, Web 2.0 and Mobile learning Applications were instructional packages while knowledge and retention were learning outcomes under investigation. The study adopts non-equivalent pre-test, post-test control group research design. Learners who were exposed to the three eLearning techniques were experimental groups, while those who were exposed to face-to-face (f2f) instructional delivery was the control group. Participants were drawn from four degree awarding higher institutions in southwestern Nigeria through purposive sampling techniques. Two of the selected schools were full-fledged universities, while the other two were colleges of education, but have mandate to run degree programmes in Social Studies. The results reveal eLearning techniques to be as effective as face-to-face both at knowledge impartation and retention of concepts learnt.

Submission Date: 26 Jul, 2023 Reviews Completed: 9 Oct, 2023
Acceptance Date: 13 Oct, 2023 Publication Date: 18 Oct, 2023