CHAPTER ONE

1.1 Introduction

The COVID-19 disease has spread over the world, causing havoc in practically every country
and territory. The eruption was originally reported in Wuhan, China, in December 2019. The
public has been cautioned to take extra precautions by countries all over the world. Face masks,
hand washing, physical distance, and avoiding assemblies and huge gatherings have all been
used as public hygiene measures. Lockdown and stay-at-home measures have been used as
necessary to restrict the disease's spread by flattening the slope (Sintema, 2020), and Adamawa
state has not been left out. In Nigeria, the first incidence was reported in Lagos, followed by
Abuja, where the number of cases is very high.

In most countries, the COVID-19 pandemic has resulted in the closure of training institutes,
higher education facilities, and schools as a result of social separation and lockdown measures.
Through a variety of online channels, teachers are delivering high-quality education in a new
way. Despite the challenges faced by both teachers and students, online learning, distant
learning, and continuing education have emerged as viable options for combating this
unprecedented global pandemic. Transitioning from traditional face-to-face learning to online
learning can be an entirely new experience for both teachers and students, with few or no other
options available. The education system and teachers have accepted "Education in Emergency"
through a variety of online platforms and are being forced to accept a system for which they are
unprepared.

Throughout this pandemic, e-learning approaches have been critical in assisting teachers,
students, and schools in facilitating student learning during school closures (Subedi et al., 2020).
Teachers and students' readiness to adapt to the new settings must be assessed and reinforced
appropriately when acclimating to the new surroundings. Students with a fixed mindset find it
difficult to adapt and acclimate, but students with a flexible mindset quickly adapt to a new
learning approach. Online teaching, on the other hand, does not have a one-size-fits-all approach.
There are a variety of subjects with different requirements. Alternatives to online distribution are
required for many courses and age groups (Doucet et al., 2020). Physically challenged students
can also benefit from online teaching because it allows them to participate in learning in a virtual
environment with minimum movement (Basilaia & Kvavadze, 2020).

Teachers, students, and parents around the world have felt the unanticipated current effect of the
COVID-19 epidemic as schools have been closed to manage the global pandemic. While
frontline workers, health officials, and governments are doing everything they can to reduce the
occurrence, education systems are working hard to ensure that all students receive a quality
education during these trying times. Many students have experienced psychological and
emotional discomfort at home/in their living quarters, making them unable to participate
successfully.

The greatest online homeschooling methods have yet to be developed (Petrie, 2020). The ability
and experience of both teachers and students with information and communications technology
(ICT) may influence the use of appropriate and effective pedagogy for online education. Unified
communication and collaboration systems, such as Microsoft Teams, Google Classroom,
Canvas, and Blackboard, are some of the online platforms that have been adopted so far and
allow teachers to design educational courses, training, and skill development programs (Petrie,
2020). They contain features such as workplace chat, video meetings, and file storage, all of
which make it simple to work and keep classes organized. They usually promote the spread of a
wide range of materials, including films, audio, Word, PDF, Excel files, and many more. These
also allow for the online recording of student data and assessment via quizzes and rubric-based
evaluation of submitted tasks.

The flipped classroom is a method of presenting learning resources ahead of time, such as
prerecorded movies, articles, and YouTube links. The use of the online media to promote student
comprehension through dialogue with professors and peers is therefore promoted (Doucet et al.,
2020). This is a great strategy to encourage skills like critical thinking, self-directed learning, and
problem solving. Videoconferencing (Google Hangouts Meet, Zoom, Slack, Cisco, WebEx) and
customizable cloud-based learning management platforms such as Elias, Moodle,
BigBlueButton, and Skype are becoming increasingly popular in the classroom.
E-Learning is the use of electronic technology to gain access to educational materials. It is a term
used to describe an online course, program, or degree. Currently, e-learning is motivating
cultures all over the world. Due to social, economic, or interrelated challenges in society, formal
education is difficult to obtain in this tumultuous era. However, the majority of people want to
pursue their education in whichever way they can. Due to the lack of time and geographical
constraints, e-learning makes education more convenient. As a result, e-learning simplifies
learning.

The advancement of technology is radically altering social standards. Both educated and
unskilled people use technology to enjoy and benefit from it. Different social media platforms,
such as Facebook, WhatsApp, and Twitter, have been seen to play an essential part in education.
These applications drew in a large number of pupils and allowed them to connect with people
from all around the world. These apps introduce kids to a range of new educational terms, suchas
“e-learning”. “E-learners” desire toward using innovative tools towards learning and interacting
with people who are interested in their subject (Anshari, Alas, & Guan, 2016). E-learning is
being used to promote education in many places throughout the world. Everyone, on the other
hand, desires to improve his or her education at all costs and in any way possible.

For a long time, the traditional instructional delivery approach in secondary schools was a
classroom with a teacher instructing students and the students listening and taking notes. In this
delivery platform, communication between professors and students has been deemed a tough
learning component. Traditional attitudes to education have been challenged by innovations in
educational delivery methods such as collaborating and interactive schools of thinking (Haverila
& Barkhi, 2009; Tamrakar & K. Mehta, 2011). Technology promotes a variety of new features
that can be effective in making learning more engaging for students (Keller & Suzuki, 2004). It
is widely agreed that current technology is causing changes in education. “Various proponents of
e-learning believe that everyone should have a basic understanding of technology and be able to
use it to achieve educational goals” (E-learning, 20).

In every area of the world, e-learning has become a new channel for offering educational
resources in secondary and higher schools. There is a growing demand for easy instruction as a
result of these parading shifts. In this case, distance learning becomes critical. Despite the fact
that distance learning had been utilized for a long time before “the internet, technological
advancements have enabled ICT to become a better main device for other forms of learning. The
web (World-Wide-Web) has traditionally been used in education as a source of information or
even as a learning tool” (Mahieu & Wolming, 2013).

1.2 Statement of Research Problem

“As a result of this trend, a growing number of studies on e-learning have been conducted in
Nigeria. Many of these researches have focused on identifying the essential features that
differentiate online education from face-to-face learning, examining the in-principal
disadvantages and benefits of online courses, or developing various methods for achieving a
good online learning environment” (Alshehri, 2005). However, “the question of evaluating the
existing e-learning environments that have been set up in the country has received little attention
at the moment. Indeed, there have been relatively few researches on the evaluation of e-Learning
systems in general (Aceto, et al., 2007; Wang, Wang, & Shee, 2007). This paper fills a gap in the
literature by reporting on the findings of a survey research on the effects of eLearning” in
Adamawa State during COVID 19.

Despite the availability of several platforms and online educational resources, users, both
teachers and students, frequently encounter technical difficulties when utilizing or referring to
these tools. The following are some of the issues that numerous researchers have identified and
highlighted: Affordability, flexibility, accessibility, learning pedagogy, educational policy, and
life-long learning are all problems with e-learning (Murgatrotd, 2020). Several countries have
significant problems with internet connectivity and access to digital gadgets. While many
economically disadvantaged students in developing nations cannot afford online learning
gadgets, online education increases the learner's exposure to screen time; it is becoming
increasingly important for students to participate in offline events and self-exploratory learning.
Because both parents work, there is a lack of parental direction, especially for young learners.

There are practical concerns about physical activities and workstations that are favorable to
various learning styles. Students that are intrinsically motivated are relatively unaffected in their
learning since they require little supervision and assistance, whereas “students who are weak in
learning have difficulties. Some academically qualified students from low-income families are
unable to access or afford online instruction. Due to reduced contact hours for learners and a lack
of communication with teachers when learning/understanding challenges, students' academic
performance is likely to suffer in classes held for both year-end and internal examinations”
(Sintema, 2020).

Teacher, student, and parent performance evaluations are done virtual, “with a lot of trial and
error, doubt, and confusion”. This method for conducting online exams differs depending on the
convenience and expertise of the professors, as well as the compatibility of the students. Because
of the enormous number of students, many schools and institutes of learning have yet to
implement appropriate plagiarism-checking procedures. Internal “evaluations and examinations
for the key public qualifications including General Certificate of Secondary Educations (GCSE)
have been impacted by the lockdown of schools and colleges, and A levels have been postponed”
in Adamawa.

Depending on how long the lockdown lasts, postponing or canceling the full exam evaluation
could be a real possibility (United Nations, 2020). Due to the COVID-19 pandemic and
nationwide lockdown, many state-level boards exams, recruitment exams, university-level
examinations, and entrance examinations have been postponed across India. A number of
entrance exams, including BECE 2020, NECO 2020, WAEC 2020, and NABTED, have been
postponed or rescheduled. The ongoing situation has had a significant impact on the education
system in schools, colleges, and universities across the country. It's also feasible that the pauses
will enhance certain students' careers. In Nigeria, for example, many students who took the jamb
did not continue on to higher education.

Aside from being enjoyable for the children, school time helps them develop social skills and
awareness. While kids are away from their regular school schedule, they face economic, social,
and psychological consequences. “Many of these students are now taking online classes and
spending more time on virtual platforms, putting them at risk of online exploitation”. “Children
have been exposed to potentially harmful and violent information, as well as a higher risk of
cyber bullying, as a result of increased and unstructured time spent on online learning” “To keep
their children interested in learning, more families are turning to technology and digital
alternatives, entertained, and connected to the outside world” However, “not all youngsters have
the required information, skills, and resources to keep themselves safe online” as a result of
school closures and severe containment measures.”. In Bhutan, the majority of online learners
come from remote communities where their parents are primarily illiterate farmers. Students
assist their parents with farm operations such as agriculture, cattle care, and home tasks. Some
students even requested that their exams be moved to the “afternoon since they needed to work
in the fields in the morning”.

“Some students stated that they had to take their sick parents, grandparents, or family members
to hospitals. When they get home in the evening, it becomes tough for them to stay up with the
lessons. Parents with children in lower grades believe it is preferable to allow their children to
repeat the academic year. In addition to poor Internet connections, the majority of pupils do not
have access to smartphones or television at home”. Due to the closure of businesses and offices,
a large portion of the population has no or little income. The data package (costs) is rather high
in comparison to average earnings, and maintaining continuous Internet access is a costly
business for farmers. Most students prefer online face-to-face classrooms (video); nonetheless,
some (“economically disadvantaged”) students had complained that “the face-to-face online
class requires more data packages”. “Teachers are torn between who to listen to and which tools
to use. Some believe that pre-recorded videos could help, but this would limit interactions. It's
challenging to create a system that meets all kids' learning demands while also being
convenient”. The researcher is attentive in determining the impact of “e-learning” during the
pandemic in Adamawa State based on the foregoing data.

1.3 Objectives of the Study

The sole aim of this research is to investigate the effects of “e-learning” during the Pandemic in
Adamawa.The specific objectives of this study are:

1. Decide the magnitude to which “e-learning technologies” are accessible in

secondary schools in Adamawa State during the pandemic.
2. To define the degree to which “e-learning technologies” were used in secondary
school education programs in Adamawa State during the pandemic.
 3. Identify the primary obstacles and limits to the employment of e-learning
technology in secondary schools in Adamawa State during the pandemic.
4. To identify a way to improve the usage of e-learning technology in secondary
schools in Adamawa State during the pandemic.

1.4 Research Questions

The basic questions this research attempt to answer includes:

1. Is e-learning technology widely available for usage in secondary schools in Adamawa

State during the pandemic?
2. Is there a considerable use of e-learning tools in secondary school education in Adamawa
State during the pandemic?
3. Is there a substantial impact of e-learning technology on the issues and restrictions to e-
learning in secondary schools in Adamawa State during the pandemic?
4. Is it true that e-learning tools improved learning in secondary schools in Adamawa State
during the pandemic?

1.5 Research Hypothesis

A hypothesis is a written statement that depicts a potential link between the dependent and
independent variables. Caswell is a character in the novel Caswell (2002). According to Ruane
(2005), a hypothesis is a statement that estimates a categorical relationship between the study
variables that will be investigated.

However, the hypotheses of this study are:

1. H0 1: During the pandemic in Adamawa State, there was no substantial accessible for
usage in secondary schools.
2. H0 2: In secondary schools, there is no major use of e-learning technologies.
 3. H0 3: During the pandemic in Adamawa State, there is no major remedy to the
challenges and limits against e-learning in secondary schools.
4. H0 4: During the pandemic in Adamawa State, there was no substantial improvement in
learning using e-learning technology in secondary schools.

1.6 Significance of the Study

Although there have been numerous problems for educators, schools, institutes, and the
government in regards to online education, the COVID-19 pandemic has created multiple
chances for those who are unprepared or have long-term intentions to deploy an e-learning
system. It has strengthened the bond between instructors and parents like never before.
Homeschooling necessitates parents' financial and academic support for their children's
education. During this continuing disaster, children with disabilities require additional and
specialized assistance.

For the first time, online platforms like Google Classroom, Zoom, virtual learning environments,
social media, and other group forums like Telegram, Messenger, WhatsApp, and WeChat are
being investigated and tested for teaching and learning. This can be studied further even once
face-to-face instruction continues, and these platforms can provide further materials and
coaching to learners.

Teachers are expected to come up with innovative ideas to help overcome the constraints of
virtual teaching. On a local level, teachers are actively collaborating with one another to develop
online teaching approaches. As instructors, parents, and children have similar experiences, there
are unparalleled potential for collaboration, creative solutions, and openness to learn from others
and try new techniques (Doucet et al., 2020). Many educational organizations are making their
tools and solutions available for free in order to assist and support teaching and learning in a
more interactive and engaging manner. Online learning has allowed teachers and students to
teach and learn in new ways that are not possible in a traditional classroom setting.

1.7 Scope and delimitation of the study

The researcher delimitation his study to some selected post primary institutions in Yola
metropolis Adamawa state as follows: -
 1. Government girls secondary school Yola
2. General Murtala Mohammed College
3. Government day secondary school Yola Town
4. Government day secondary school Doubeli

1.8 Limitation of the study

It is a natural reality that no matter what a person does, difficulties will inevitably arise. This
research project is not unusual in having a flaw. With the current economic conditions, the
researcher examines issues such as a lack of time to complete projects and difficulties in
obtaining teachers and students' cooperation in filling out questionnaires. The researcher must
confine his research to a few select post-secondary institutions in Adamawa State's Yola
Metropolis.
 CHAPTER TWO: LITERATURE REVIEW
2.1 Brief History of Yola Metro-Polis

It was formed in 1841 by Modibbo Adama, a Fulani chieftain who led the 19th century Jihad in
the higher Benue region. Modibbo Adama was acknowledged as an educated Muslim who could
lead the crusade in the upper Benue area. Yola became the headquarter of the kingdom and the
seat of authority because a flag bearer conducting repeated conquests to build the kingdom
‘‘FOMBINA" widely referred to as ‘‘ADAMAWA". During the colonial era, the town was
known for being the headquarters of the Adamawa province's resident general. It became the
capital of Adamawa province after the civil war and the establishment of the state. With the
introduction of more states and local governments, Yola became the capital of Gongola state in
1976. Adamawa state was founded with Yola as its capital.

During the Sani Abacha administration, Yola local government was divided into Yola north and
south on October 1, 1996, with Yola south occupying the traditional headquarter of Adamawa
kingdom and seat of authority of Lamido.

Location: Geographically, the Yola north local government areas are located on Adamawa's
eastern and northern borders. They are bordered on the east by Fufore local government, on the
south by Mayo Belwa, on the west by Demsa, and on the north by Girei local government.

Population: - According to the local government's 2006 population census, Yola north, north,
and south have a combined population of 395,587 people. Fulani, Vera, and batta, Bille,
Michika, and Hausa are the prominent tribes in the local government region.

Religious: Christianity, Islam and traditional culture is practices in Yola metropolis.

Education: In terms of education, Yola metropolitan has 15 extant post-primary schools. Yola
town is home to the state's nursing and midwifery school, as well as 97 primary schools,
including Islamic and private standard schools.

Some schools were built among the post-primary institutions in Yola city, including Murtala
Mohammed College, which was founded in 1920.
Mr. Garba Umar Hong was the first principal. There were approximately 300 kids enrolled in the
institutions. Government Girls Secondary School was founded in 1955 with a total enrollment of
561 pupils. Mrs. Khalid Bilkisu Aliyu was the school's principal. Yola Town Government Day
Secondary School was founded in 1981. Mr. Abubakar Ahmed Yusuf was the school's principal.
Doubeli Government Day Secondary School was founded. Mr. Issang Jasper Theophilus was the
school's principal.

2.2 Empirical Review

“In recent years, Keller and Suzuki have studied learner motivation and e-learning design, and
the results of their empirical studies have confirmed the validity of their model for the systematic
design of motivationally enhanced instruction in E-learning settings with regard to decreasing
drop-out rates and other positive motivational results,” according to Keller and Suzuki (2004).
Tarans' (2005) study, "Motivation Techniques in eLearning," proposes ten techniques for
capturing and maintaining students' attention (Manding stimuli, Anticipation, Incongruity,
Concreteness, Variability, Humor, Inquiry, Participation, Breaks and energizers, Storytelling),
which are regarded as the most important elements in obtaining motivation while learning online.
The study by Schaer, Roizard, Christmann, and Lemaitres (2006) looks at “how an e-learning
course was used at ENSIC in France. The findings of their research show that this new teaching
method does not save teaching time, but rather stimulates more active learning and a better grasp
of technology, allowing students to progress at their own pace”.

Student Motivation in Traditional Classroom and E-Learning Courses was researched by Rovai,
Ponton, Wighting, and Baker (2007). Their findings show that students who are taught through
e-learning are more intrinsically driven than students who are taught in a traditional classroom.
They discovered no changes in three extrinsic motivation measures or motivation. Furthermore,
the findings revealed that graduate students in both e-learning and traditional education were
more intrinsically driven than undergraduate students. The goal of Liaw, Huang, and Chens'
(2007) research was to analyze learners' attitudes about e-learning systems. They believed that
learners' attitudes could be categorized into four categories. “In their study, e-learning as a
learner autonomy environment, teachers as supported tutors in e-learning, e-learning as a
problem-solving environment, e-learning as a multimedia learning environment, and e-learning
as a problem-solving environment, and e-learning as a problem-solving environment, and e-
learning as a problem-solving environment, Wan, Wang, and Haggerty (2008) found that having
expertise with ICT and virtual competence were two important factors that influenced e-learning
and had a beneficial impact on its outcomes. They used a sample of 383 students enrolled in
online courses to test their hypothesis. “Their findings confirmed the effect of virtual capability
and revealed a subtle mechanism through which ICT experiences influenced e-learning
outcomes. Payne and his colleagues. (2009) explored if constructivist principles-based e-learning
may be utilized to effectively train personnel in a highly specialized specialty that is regarded to
need expert persons and considerable long-term training, Finally, their research found that e-
learning settings, rather than traditional training, can better assist workplace learners because
they allow for asynchronous learning and private study, which are valued by employees who
have other demands on their time and are more relaxed receiving tuition privately”.

Paechter and Maier (2010) investigated “the characteristics of eLearning courses Austrian
students prefer for learning and if they prefer online or face-to-face learning, Students picked
online learning because it provided an evident framework of learning material, and they picked
face-to-face learning for communication purposes in which a shared comprehension had to be
retrieved, according to the findings of their study”. “Computer programming abilities, according
to Lawa, Lee, and Yu (2010), are one of the most important abilities. Their findings revealed that
increasing programming abilities typically takes extensive training, which students cannot
tolerate if they are not adequately motivated. A research model is used to link a variety of
motivating elements, self-efficacy, and the impact of an e-learning system”. Furthermore, “the
findings show that a well-supported eLearning environment boosts learning motivation”.

Yengina, Karahocab, Karahocab, & Yücelb (2010) investigated “the responsibilities of

instructors in e-learning. In their work, they discuss a model of teachers' function in the e-
learning system, which provides routes for teachers to create online courses that successfully
engage students in e-learning”. Mateo et al. (2010) believed that “technologies, particularly
information and communication technologies (ICT), are breaking down barriers in the current
social situation, and that their use is becoming increasingly important for any skilled person.
Their application in education is becoming increasingly widespread due to the availability of
communication outside of the classroom via e-learning devices”. “Universities that play an
innovative role in education are adjusting their learning methodologies using ICT-based
approaches. They present a paradigm in which students from first-world universities prepare and
alter course content for use in developing-country educational institutions. The result of
comparing an e-learning program to traditional lecture training is as follows: Students' lack of
computer skills hinders their ability to connect successfully with instructors and prevents them
from participating in a range of online communication methods. Students in the study group
liked the e-learning program as a teaching approach, but they wouldn't take another e-learning
program unless they had access to a computer and the Internet at home” (Abdelaziz, Kamel,
Karam, & Abdelrahman, 2011).

The importance of organizational preparedness variables in E-learning revealed that they have a
significant impact on E-Learning outcomes; further, teachers' motivation and education are
essential elements in E-Learning (Keramati, Afshari-Mofrad, & Kamrani, 2011). The majority of
students were enthusiastic about the learning experience while using e-learning to improve
medical students' understanding (O'Neill et al., 2011). Kim and W. Frick (2011) studied how
student motivation changed during online learning, according to the findings of their study,
motivation during self-directed e-learning (SDEL) was the strongest predictor of positive
improvement in motivation, which predicted learner agreement with SDEL. The importance of a
curriculum plan for learning performance in developing countries is demonstrated by critical
success elements for e-learning in developing countries.

Technology awareness, motivation, and modifying learners' behavior, according to Bhuasiri,

Xaymoungkhoun, Zo, Rho, and Ciganek (2012), are crucial for implementing effective e-
learning in poor nations. According to the Personalized Learning Course Planner with E-
learning, the supplied solution increased learning efficiency and student satisfaction. Following
up with the participants, it was discovered that suggesting a learning course based on the
students' past test scores and priorities encouraged them to focus on the lesson (Jeong, Choi &
Song, 2012). Yacoba, Zuriyati, Kadirb, & Zurairahc (2012) investigated student knowledge of e-
Learning in education and found that males and females at TATIUC are more aware of e-
Learning in education.
Extrinsic motivation and intrinsic motivation have good effects on students' academic
performance, according to Afzal, Ali, Aslam Khan, and Hamids' (2010) study, and extrinsic
motivation and intrinsic motivation reinforce academic achievement. Students with a deep
approach to learning (i.e., intrinsic motivation and deep learning strategies) prefer to have a
higher quality of learning, according to Isa Figueira and Manuel Duartes' (2011) study. The
results of their study show that the quality of the learning product improved with the interference
on motivation.

2.3 E-learning

“E-Learning defines numerous sorts of computer-assisted learning, mainly employing modern

technology means; CD-ROM,” according to the Educational Dictionary. E-learning is growing in
popularity, particularly in the fields of distant education and corporate training” (Prucha, 2003).
“E-learning” is defined as “an educational process that involves the use of information and
communication technology to produce training, distribute learning content, facilitate contact
between students and teachers, and manage studies” (Wagner, 2005).

E-learning challenges established training and learning methods and offers innovative solutions
to difficulties. For example, instructors' roles are likely to shift from knowledge importers to
knowledge expeditors (Haverila & Barkhi, 2009). It can also be an excellent learning technique
that well outweighs the instruction you may receive in a crowded classroom. It's a self-paced,
active learning environment (Obringer, 2002). E-learning also includes a variety of educational
technologies for learning and teaching.

E-learning is synonymous with “technology-enhanced learning (TEL), computer-based

instruction (CBI), computer-based training (CBT), computer-assisted instruction (CAI), internet-
based training (IBT), web-based training (WBT), online education, virtual education, virtual
learning environments (VLE) (also known as learning platforms), m-learning, and mobile
learning, and educational collaboration via the internet” (E-learning, 2013). E-learning can apply
to a variety of learning environments; however, in this work, we use the term to refer to almost
any learning environment in which electronic media, such as computers, are used as part of an
educational delivery system. These can range from using email to supplement print-based
materials distributed over long distances to courses offered wholly through technology such as
computers or the Internet.

2.4.1 Theoretical Review

In the same way that no single learning theory has developed for instruction in general, no single
learning theory has arisen for online education. A variety of ideas have emerged, the most of
which are derived from the basic learning theories previously discussed. Several theories will be
evaluated in this part to see if they are fit for the online environment.

2.4.2 Community of Inquiry (CoI)

Garrison, Anderson, and Archer (2000) established the “community of inquiry” paradigm for
virtual learning atmospheres, which is built around the notion of three distinct “presences”:
“cognitive, social, and teaching” as shown in Figure 4. Literature from Anderson, Rourke,
Garrison, and Archer in 2001; recommend additional study on each element, despite the overlap
& interaction between them. Their methodology encourages the creation of “active learning
environments or communities in which instructors and students share ideas, information, and
opinions in online and blended courses”. It's worth noting that "presence" is a social
phenomenon that shows itself in interactions between “students and instructors”. “The
community of inquiry has become one of the most popular models for online and blended
courses that use discussion boards, blogs, wikis, and videoconferencing” Garrison, Anderson,
and Archer (2000) to make learning more engaging for students and staff.
Figure 4. Community of Inquiry (Garrison, Anderson, Garrison and Archer, 2000)

2.4.3 Connectivism

An early pioneer in MOOC, George Siemens (2004), has led “proponent of connectivism, a
learning model that recognizes substantial alterations in the way knowledge and information
flows, evolves, and changes as a result of huge data communications networks”. Learning is now
shifted from personal, “individualistic activities to group”, communal including “crowd
activities” thanks to the internet. Siemens praised Alberto Barabasi's work and the power of
networks in creating the theory. He also cited Karen Stephensen's article "What Knowledge
Tears Apart, Networks Make Whole," published in 1998, which rightly identified how large-
scale networks are now important towards assisting individuals and companies with “data and
information” management.

2.4.4 Online Collaborative Learning (OCL)

Linda Harasim suggested an online collaborative learning (OCL) hypothesis that focuses on the
Internet's capabilities to provide learning settings that stimulate cooperation and knowledge
building. OCL, according to Harasim, is "a new theory of learning that focuses on collaborative
learning, knowledge building, and problem-solving.", Using the Internet in order to transform
“formal, non-formal, and informal education for the Knowledge Age” (Harasim, 2012, p. 81).

2.4.5 Integrated Theory of Online Education

Terry Anderson in 2011; looked into “the idea of developing an online education theory, starting
with the presumption that it would be difficult, if not impossible. He approached this project
from the standpoint of distant education, having spent much of his career at Athabasca
University, Canada's largest higher education distance education institution”. Although he
recognized that many philosophers and practitioners “regard online learning as a subset of
learning in general” (Anderson, 2011, p. 46-47), he also stated that “online learning as a subset
of distance education has always been concerned with providing access to educational
experiences that are, at the very least, more flexible in time and space than campus-based
education” (Anderson, 2011, p. 46-47), (Anderson, 2011, p. 53).

Anderson “looked at a variety of theories and models, but settled on Bransford, Brown, and
Cocking's (1999) theory”, “that effective learning environments are defined by the intersection of
four overlapping lenses: community-centeredness, knowledge-centeredness, learner-
centeredness, and assessment-centeredness. Anderson's approach to establishing an online
education theory was based on these lenses, as he examined the traits and capacities of the
Internet in connection to each of the four lenses. Secondly, he “pointed out that the Internet has”
“progressed from a text-based environment, to one that supports and makes all types of media
widely available. He also correctly stated that the Internet's linking capacity is best suited for
storing and accessing human knowledge. In this esteem, he cited the work of Jonassen (1992)
and Shank (1993), who linked constructivism and hyperlinking. Finally, Anderson looked at the
role of interaction in all forms of learning, citing a number of largely distance education theorists
such” as Holmberg (1989), Moore (1989), Moore and Kearsley (1996), and Garrison and Shale
(1998). (1990).

The “importance of interaction between students, teachers, and content is generally

acknowledged, and many educational theories, particularly constructivism, make reference to it.
Anderson concludes that interactions are key components of a theory in his assessment of
interaction”. Anderson built a model with these three aspects in mind (the Bransford, Brown, and
Cocking lenses, the Internet's affordances and facilities, and interaction). “Because of the
substantial contacts between teachers and students, community/collaborative methods are
difficult to scale up. Self-paced instructional approaches, on the other hand, are designed for
independent learning with little interaction between students and teachers”.

2.4.6 An Integrated Model

Anderson's model “assumed that no instruction is offered in a traditional, face-to-face format,

hence blended learning models with a face-to-face component were omitted. Is it therefore
conceivable to approach the quest for an integrated model for online education from the
standpoint of face-to-face education or even blended learning? Bosch (2016) identified and
compared four blended learning models employing twenty-one different design components in
an evaluation of instructional technologies”.

The most significant aspect of this concept is that it is pedagogy that determines which
approaches will best assist student learning. The modules are also “portrayed as intersecting;
however, this is optional; depending on the methodologies utilized, they may or may not cross or
overlap”. For example, depending on how the collaborative activity is designed, some reflection
can be incorporated into collaboration or not. “It might be useful to have the collaborative groups
reflect on their efforts individually. For the other modules, similar scenarios are feasible. The
most crucial thing is that all of the modules work together to form a unified whole. Each of these
modules is briefly reviewed in the following paragraphs”.
Figure 7. Blending with Pedagogical Purpose Model

2.4.7 Collaborative learning

This has changed throughout time. The “group work developed in popularity in face-to-face
classes, and it became a staple of many course activities. Collaborative learning is used
extensively in many professional disciplines, including business administration, education, health
science, and social work, to solve group problems. The logistics and time required for efficient
collaboration in face-to-face classrooms used to be a concern. Some of these logistical challenges
are now alleviated by email, mobile technology, and other kinds of electronic communication.
Wikis, in particular, have gained in popularity and are now commonplace in group projects and
writing tasks. They are viewed as key vehicles for generating peer-review and evaluation, as well
as for providing knowledge and material” (Fredericksen, 2015). “Unlike traditional face-to-face
group work, which usually ended up on the instructor's desk when submitted in paper form,
wikis allow students to create content that can be shared with others throughout the semester and
beyond. Wiki-based papers and projects can easily be passed from one group to the next and
from one class to the next”.

2.4.8 Evaluation Theory

Perhaps the most crucial aspect of the paradigm is the concept of learning. “CMSs/LMSs, as well
as other online tools and platforms, offer a variety of ways to help with this. Papers,
examinations, assignments, and portfolios are some of the most common techniques for
assessing student learning, and they can all be completed electronically”. Without the need of
paper, essays and term projects are passed back and forth between teacher and student. YouTube
videos and podcasts are replacing oral classroom presentations.

The portfolio is expanding into an electronic multimedia presentation of photographs, video, and
audio that is far more than just a three-inch binder loaded with paper. “Weekly class
conversations on discussion boards or blogs provide an electronic record for the instructor to
revisit over and over to see how students have contributed and grown over time. They're also
quite useful for instructors who want to evaluate their own teaching and see what worked and
what didn't in a class. Learning analytics are increasingly being viewed as the processes for
mining this vast amount of data in order to improve learning and teaching.” To summarize,
internet technology facilitates the smooth exchange of evaluation and assessment activities while
also providing a permanent, accessible record.

The six components of the approach outlined above comprise an “integrated learning community
in which rich interaction can be given and blended across all modules, whether online or face-to-
face. Furthermore, not every course needs to include all of the model's activities and
approaches”. The activities and, as a result, “the approaches in a course should be driven by the
educational objectives. Collaboration or dialectic questioning, for example, are not required in
every course. In addition to individual courses, professors and instructional designers may want
to look at a whole academic program to see which parts of the model match best with the
program's overall goals and objectives”. The concept of learning here is extended beyond the
course to the greater academic curriculum, where activities may overlap.
Some “MBA programs, for example, enroll a group of students in three courses during the same
semester, but demand that one or more assignments or projects be shared among the three.
However, the most important topic for our debate is whether or if this Blending with Pedagogical
Purpose model may be adjusted or expanded to be used as a model for online education in
general”. This is a possibility by merging several of the components from other theories and
models covered before in this article.
 CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction

The methods used to conduct this research is described in this chapter. It covers research
strategies, study populations, sample sizes, sampling techniques, data gathering methods, data
presentation/analysis methodologies, and data analysis instruments.

3.2 Research Design

The survey method of data analysis will be used in this study. Primary data will be
collected using a structure question five scale Likert scale, which will be subjected to statistical
tests in order to gain a better understanding of the relationship between the variables. The data
will be qualitative in order to provide for a more in-depth analysis of the variables at hand. The
fact that primary data will be used for data analysis influenced the study design choice of survey
design.

3.3 Population of the Study

The population of the study will comprise number of all students and teachers below

1. General Murtala Mohammed College Yola

2. Government Day secondary school, Yola Town
3. Government Day secondary school, Doubeli
4. Government Girl’s secondary school, Yola

3.4 Sample Size of the Study

The sample size of the study will be obtained using the Yaro Yamani formula below

N
n =
1+ N ¿ ¿

Where
 N = Population

n = Sample Size

e = error limit 5% level of significant

3.5 Stratify Sampling Techniques

To meet the goals of this study, stratified sampling procedures will be utilized to spread the
question among the schools, and it will also be stratified between boys and girls.

3.6 Instrument for Data Collections

Questionnaires are used by the researchers to collect data for the study. The bio-data component
of the questionnaire is broken into two (2) sections. Section ‘‘B" answers questions about the
impact of e-learning on education in post-primary institutions in Adamawa state's Yola city
during the pandemic.

3.7 Method of Data Collection

The questionnaire will be accompanied by an introduction letter explaining that the study is
strictly academic and that all replies will be kept secret. The researcher will deliver 150
questionnaires to students and teachers, and the distributed questionnaires will be collected as
soon as they are completed answering.

3.8 Methods for Data presentation / Analysis

Jen (2007) asserted that data analysis entails sifting through a large amount of
information and distilling it down to a usable value. EVIEW 20 soft wire of conventional least
squire was employed in the study (OLS). In this investigation, secondary data was gathered and
utilized. This methodology is based on the estimators' blue qualities, which include unbiases,
efficiency, consistency, dependability, and suitability, lucey (1996).

3.8.1 Instrument of Data Analysis

Multiple regression analysis was performed in this investigation. This model was created using
the functional and linear relationships that exist between the research variables. Based on the
preceding chapter's theoretical and literature review, it was discovered that there was a causal
relationship between e-learning and learning outcomes in Nigeria. The model will be used to test
the impact of e-learning in Adamawa during the Pandemic.

3.8.2 Model specification

The Logit regression is given by the formula below.

EL = f (X1+ X2 + X3+ X4) ---------------------------------------------------------------(1)

EL = y = β₀ + β₁x₁ + β₂x₂ + β₃x₃ + β4x4 + Ut---------------------------------------(2)

Where

β 0 is an Intercept/Constant

β 1, β 2 β 3 and β 4 are parameters

EL = E-learning

X1= E-learning Available for Use

X2 =E-learning Technologies are Utilization

X3 = Problems and Constraints Against the Used of E-learning

X4 = Improving the Used of E-learning Technologies

Ut is the unobservable variable

3.8.3 Aprior expectations of the variables

This clarifies what theories claimed about the relationship between the study variables. In this
study, the prior expectation is stated in the form of a statement, as seen below.

1. It is also projected that E-learning and Availability for Use will have a positive
(+) relationship.
 2. It is also projected that E-learning and Technology Utilization will have a positive
(+) relationship.
3. It is expected that E-learning and Problems and Constraints Against the Use of E-
learning will have a negative (-) relationship.
4. It is also projected that E-learning and Improving the Use of E-Learning
Technologies will have a positive (+) relationship.

3.8.4 T- test statistics

At the 5% level of significance, this was utilized to determine the individual statistical
significance of the computed coefficients.

3.8.5 F – statistics

At a 5% level of significance, this was utilized to see if the combined impact of independent and
explanatory factors has a significant impact on the dependent variable in the model. It's also used
to determine the overall significance.

3.8.6 Durbin – Watson

The Durbin-Watson (DW) statistical test was used to see if there was any auto-correlation
between the residual variables.

3.8.7 Coefficient of determination (r2)

This method was used to determine the percentage contribution of independent or explanatory
factors to the dependent variable, as well as the model fitness. R- squire leis values range from 0
to 1. As a result, the closer the R- squire is to 1, the better the model's goodness of fit, and vice
versa.
 CHAPTER FOUR: RESULTS AND DISCUSSION

The data gathered during the field investigation is presented in this chapter. It contains the
findings of the data analysis as well as a discussion. One hundred and fifty questionnaires were
distributed in all, with one hundred and twenty-three (123) returned.

4.1 Socio-Economic Characteristics of Respondents

Socio-economic variables include sex, age, education, marital status, and years of experience,
and report on the economic, social, and status of the individual respondents.

4.1.2 Age of Respondents

The ages of the respondents in Adamawa state are shown in the graph below. The respondents
aged 21 to 40 years (61.8 percent) were the most numerous, followed by those aged less than 20
years (12.2 percent), 41 to 60 years (20.3 percent), and 61 to 80 years (20.3 percent) (5.7
percent). The majority of respondents falter between the ages of 21 and 40, according to the
findings (61.8 percent). This indicates that the bulk of the respondents are teenagers.

Table 4.1 Distribution of Respondents by age

Age Frequency Percentage
Less than 20 15 12.2
21 – 40 76 61.8
41 – 60 25 20.3
61 – 80 7 5.7
Total 123 100

Source: Field survey, 2021

4.1.3 Sex of Respondent

The results (table 4.2) revealed that males made up 63.4 percent of the respondents, while
females made up 36.6 percent. This clearly showed that males made up the majority of
respondents, which is higher than females.
Table 4.2: Distribution of respondents by Sex
Sex Frequency Percentage
Male 78 63.4
Female 45 36.6
Total 123 100

Source: Field survey, 2021

4.1.4 Marital Status of Respondent

The results (Table 4.3) revealed that single respondents accounted for 52.8 percent of the total,
married respondents accounted for 39.1 percent, and divorced, widower, and widows accounted
for 4 percent, 3.3 percent, and 0.8 percent, respectively. The majority of the respondents in the
research were single, as may be gathered from the foregoing.

Table 4.3 Distribution of Respondents by Marital Status

Marital Status Frequency Percentage
Single 65 52.8
Married 48 39.1
Divorced 5 4
Widow 1 0.8
Widower 4 3.3
Total 123 100

Source: Field survey, 2021

4.2.1 Descriptive Statistics

Table 5 shows the descriptive statistics for the variables utilized in the study, including the
lowest, maximum, mean, and standard deviation of the data. X1 has a minimum and maximum
value of 1 and 5, respectively, with an average value of 3.8500. X2, X3, X4, and EL have
averages of.9400,.2200, 3.1300, and 3.2200, respectively, with a minimum of 0, 0, 1, 1 and a
maximum of 1, 1, 5, 5. The probability values for all the variables are insignificant at 5% since
they are all negatively skewed.

Table 4.4: Descriptive Statistics

Variables N Minimum Maximum Mean Std.
Deviation
X1 123 1.00 5.00 3.8500 1.04809
X2 123 .00 1.00 .9400 .23868
X3 123 .00 1.00 .2200 .41633
X4 123 1.00 5.00 3.1300 1.14287
EL 123 1.00 5.00 3.2200 .85965

4.2.2 Interpretation of regression results

The logit regression results for the dependent and independent variables are shown in Table 6. F-
statistics have a probability of 33.22 and a P-value of 0.0001. Because the value is less than 1%,
this indicates that the model is appropriate for the investigation. R2 of 0.85 shows that changes in
the independent variables (X1, X2, X3) jointly explain 85 percent of the variation in the
dependent variable (EL). This is supported by Adj R2 of 0.82, which indicates that after
adjusting for error term, changes in X1, X2, X3, and X4 collectively explain 82 percent of the
changes in EL of the sampled banks, with the remainder explained by additional factors not
included in the model.

According to X1, a 1% increase in the number of e-learning technologies available will boost the
effectiveness of e-learning by 49%. This implies that there is a positive relationship between e-
learning and the accessible e-learning technology. Adamawa is a state in Nigeria.

According to X2, a 1% increase in the use of e-learning technology will boost the effectiveness
of e-learning by 176 percent. This indicates that in Adamawa state, there is a positive
relationship between e-learning and the use of e-learning technologies.
 According to X3, a 1% increase in e-learning technology difficulties and constraints reduces e-
learning efficiency by 21.1 percent. This implies that in Adamawa state, there is a negative link
between e-learning and e-learning technologies.

According to X4, a 1% improvement in e-learning technologies solutions will boost e-learning

efficacy by 100.9 percent. This indicates that in Adamawa state, there is a good relationship
between e-learning and e-learning technology solutions.

Table 4. Regression results: Source (Dependent variable: E- learning): (Field survey, 2021)

Dependent Coefficients T- Prob. F – Prob. R Square Adjusted

Variables statistic statistic R Square

Constant 1.363 4.418 0.000 33.22 0.0001b 0.0067 0.0075

X1 0.0049 2.141 0.0035
X1 1.76058 -1.908 0.0059
X1 -0.211 -7.211 0.000
X1 1.00972 2.308 0.0023

4.2.3 Test of the significance of the parameters (the t - test statistic)

The student t – test method was adopted in this study in order to determine the significance of
individual parameters t – value in regression result and compare with the result in t – tabulated at
n – k degree of freedom (df) at 5 percent level of significance

Ho: βi = 0 (not significant)

Ha: βi ≠ 0 (significant)

Decision rule

Reject Ho, if t calculated > t tabulated and accepts if otherwise

From our data, n = 11, k = 2 therefore df = 11 – 2 = 9 at 5 percent significant level. The value of
t – tabulated at 5 percent significant level is obtained as 1.833. Table 6 regression results
indicates that all the variable a statistically significant at 5% significant level. This implies that
all the null hypothesis were rejected.
 CHAPTER FIVE: SUMMARY, CONCLUSIONS AND
RECOMMENDATIONS
5.1 Summary

In Adamawa State, the study looked at the impacts of e-learning during the pandemic. The
study's general goal is to look into e-learning during the pandemic in Adamawa State. The
particular goals were to determine the extent to which e-learning tools were available for use in
secondary schools in Adamawa State during the COVID 19 Pandemic; to identify the major
problems and constraints against the use of e-learning technologies in secondary schools during
the COVID 19 Pandemic in Adamawa State; to identify the major problems and constraints
against the use of e-learning technologies in secondary schools during the COVID 19 Pandemic
in Adamawa State; to identify the major problems and constraints against the use of e-learning
technologies in secondary schools during the COVID 19 Pandemic in Adamawa State; to
identify the major problems and constraints against the use of e-learning, During the COVID 19
Pandemic in Adamawa State, find a solution for enhancing the usage of e-learning technology in
secondary schools. Stratify sampling was used to pick respondents according to their sizes in
each of the five schools in Adamawa State that participated in e-learning during the Pandemic.

The findings found that males made up the bulk of respondents (63.4%), while females made up
36.6 percent. The single respondents made up 52.8 percent of the total, with married respondents
accounting for 39.1 percent. Furthermore, the results of the Logit Regression Model
demonstrated that e-learning had both positive and significant effects in Adamawa state over the
study period.

5.2 Conclusion

The study finds that the usage of e-learning is useful in raising the standard of education in
Nigeria and would also help students in Adamawa State perform better.

5.3 Research Findings

From the above analysis of data, the following findings were discovered
 1. E-learning and the availability of e-learning technological resources have a favorable
significant relationship.
2. E-learning and the use of e-learning technological resources have a favorable significant
relationship.
3. E-learning and e-learning technology problems/constraints have a negative significant
relationship.
4. E-learning and solutions to e-learning technologies resources have a favorable significant
relationship.

5.4 Recommendation

The study gave the following recommendations

1. To boost student performance and raise educational standards, the government
and administration should give enough e-learning facilities to schools.
2. Government and management should take steps to maximize the use of the
limited e-learning technology resources at their disposal.
3. Government and school administration should take appropriate efforts to
overcome e-learning issues and constraints.
4. In Adamawa State, the government should establish rules mandating the use of e-
learning in secondary schools.