UNIVERSITY OF ESWATINI

FACULTY OF EDUCATION

RESEACH PROJECT

LEARNING PROCESS OF LEARNERS DURING THE COVID-19 PANDEMIC: A

CASE OF SECONDARY SCHOOLS IN RURAL AND URBAN CONTEXTS

DEPARTMENT OF EDUCATION

By

M. W. KUNENE

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 CHAPTER 1

INTRODUCTION

1.1 Introduction

This study assesses the impact of e-learning on the teaching and learning process of learners

during the COVID-19 pandemic. In this chapter the background of the study, statement of the

problem, purpose of the study, research objectives and questions, as well as the significance

of the study are presented.

1.2 Background of the study

As defined by Guri-Rosenblit (2009), e-learning (short for electronic learning) is the use of

electronic media for a range of learning purposes, ranging from complementing functions in

traditional classrooms to fully replacing face-to-face sessions with online encounters.

According to Garrison, Anderson, and Archer (2019), e-learning occurs via electronic means,

most often the Internet. E-learning requires learners to bring their own electronic devices;

such as computers, tablets, and mobile phones, while simultaneously allowing them to use

the school’s equipment. If learners have a compatible device and access to internet

connectivity, such as Wi-Fi, they may learn at any time or in any location through e-learning.

The advent of e-learning

E-learning has been around since the 1960s but its adoption and popularization mainly started

after the popularization of the Internet and the web (Bezhovski & Poorani, 2016). The

scholars explain that since its inception, e-learning has grown rapidly in significance as an

educational tool. One of the main reasons for this is it gives students greater access to

education in comparison to traditional methods of teaching as students can undertake their

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study from anywhere and at any time as well as being given the option to study part-time or

full-time (El-Seoud et al, 2014). As such, e-learning has transformed the educational sector

by enabling students to share information and data in a relatively easy way (Pustika, 2020).

E-learning as an option to continue learning during COVID-19

The COVID-19 pandemic has caused havoc in the education system. Since March 2020,

schools were shut down due to the lengthy lockdown period. However, unlike in previous

years, teachers have been allowed to teach, despite that schools are closed. The lockdown

scenarios have opened up a new manner of teaching and learning, and the traditional face-to-

face, classroom-based teaching techniques have given way to technology-driven education.

Salleh, Ghazali, Ismail, Alias, and Rahim (2020) posit that most lecturers historically relied

on the actual presence of classrooms and materials to deliver their lessons. However, as

technology advances, lecturers can now use e-learning to teach learners at any time and from

any location. According to Allen and Seaman (2013), the world awoke in December 2019 to

an unpleasant surprise and a rapidly spreading fatal new viral pandemic from the corona virus

family that spread as an outbreak across the entire continent (Allen et al, 2016). This deadly

plague started in Wuhan, Hubei Province in China. The Centre for Disease Control and

Prevention (2019) suggests that the COVID-19 pandemic has had and continues to exert

overwhelming effects on humans. These effects on human life are diverse and have far-

reaching impacts on every aspect of life including education.

Eswatini, like other countries globally, went on partial lockdown to curb the spread of the

virus and all schools and tertiary institutions in the country were closed. Several attempts

were made to reopen schools and finally succeeded in July but only re-opening the Form 3

and Form 5 classes which were to write external examinations. Before this intervention, the

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learners were following the school curriculum on media platforms such as the internet as well

as, newspapers, radio, WhatsApp, and TV (Ali, Haolader & Muhammad, 2013).

Various newspaper articles were published as the country prepared to reopen schools safely

in March 2021. Learners continued to learn through television, radio and newspapers. In

Eswatini, radio was made the essential tool to facilitate education through educational

broadcasting, especially for the Form 3 and Form 5 classes (UNICEF 2020). However, the

effectiveness of e-learning in Eswatini is not known. Given the importance of e-learning for

education in the COVID-19 era in Eswatini, there is a need to explore its effectiveness among

learners.

UNICEF, Daries, and the Global Partnership for Education (2020) donated US $70,000 to

help Eswatini minimise the disruption to education caused by the coronavirus pandemic.

While the country prepares to reopen schools safely, children continue to learn through

television, radio, and newspapers.

1.3 Statement of the problem

E-learning has now been made the essential tool to facilitate education (Daries, UNICEF,

Valenzuela, 2020), especially for Form 3 and 5 classes. UNICEF with GPE financial aid,

supports the Ministry of Education and Training to develop and implement distance learning

programs through radio and TV. However, it is not known whether this method has a positive

or negative impact in the learning process for secondary school learners in rural and urban

contexts. Daries, UNICEF, and Valenzuela (2020), conducted a quick survey on Form 5

(Grade 12) learners from Ka-Schiele High school in Mbabane (Eswatini) where they found

that a majority of learners (13/17) participated in e-learning. The few that did not participate

in the programme noted that it was due to lack of commodities such as TV or radio including

the need for working to help their parents. While this study may be useful in providing a

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general picture on the use of e-learning, it must be noted that the data was only collected

through the show of hands in a small urban population of 17 participants. There is a need

therefore to conduct an empirical study with a much wider sample including both rural and

urban schools. This study, therefore, aims to assesses the impact of eLearning on the teaching

and learning of learners during the covid 19 pandemic.

1.4 Purpose

The purpose of the study is to assess the impact of eLearning on teaching and learning of

learners during the covid 19 pandemic.

1.5 Research objectives

1 To assess the impact of eLearning on assessment of teaching and learning activities for in

both rural and urban high schools.

2 To assess the impact of eLearning on the delivery of content to learners in both rural and

urban contexts.

3 To assess learners’ ability to interact with teachers through eLearning in both rural and

urban high schools.

4 To assess learners’ academic performance after the introduction of eLearning in rural and

urban high schools.

1.6 Research question

1. What are the impact of eLearning on assessment of teaching and learning

activities for in both rural and urban high schools ?

2. What are the impacts of eLearning on the delivery of content to learners in both

rural and urban contexts ?

3. What are learners’ abilities to interact with teachers through eLearning in both

rural and urban high schools ?

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 4. Was there a change in learners’ academic performance after the introduction of

eLearning in rural and urban high schools?

1.7 Significance of the study

E-Learning may be the new normal which may continue during COVID-19. There is a need

for adequate knowledge on the effectiveness of eLearning.

Practical significance: The results of the study provide insight on the effectiveness of

eLearning in the schools which took part in the study. In particular, the study identifies

possible corrective measures to improve their eLearning system. In addition, the results

learners’ feedback and expectations can help evaluate and enhance course delivery methods.

Policy significance: The education sector policy was revised in 2018 before the pandemic and

eLearning was highly implemented. This study will enable policymakers and administrators

to view the current change in the education sectors due to the pandemic and identify area

which needs to be reviewed.

1.8 Limitations of the study

The study will only be conducted in 4 schools because of time and resources; hence the

results cannot be fully generalised to all schools within the country.

1.9 Definition of terms

According to World Health Organization Newsletter (2020), the following words can be

described as follows:

COVID-19 is caused by a corona virus called SARS-CoV-2. Older adults and people who

have severe underlying medical conditions like heart or lung disease or diabetes seem to be at

higher risk for developing more serious complications from COVID-19 illness.

Learning from home is a school-based distant and flexible learning model. Under this model

of learning schools continue to support the child with learning tasks and technology support.

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The educators remain in contact with the student. Learners remain enrolled at their usual

school.

eLearning is learning conducted via electronic media, typically on the internet.

1.10 Chapter Summary

Technological advancements have been incorporated into education in a broader sense

especially during this pandemic, but they also have a distinct impact on secondary schools.

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 CHAPTER 2

LITTERATURE REVIEW

2.1 Introduction

This chapter reviews the various conceptual and theoretical ideas as well as empirical

evidence concerning the effects of eLearning. This will be done through relating the study to

the theories and conceptual Framework of eLearning.

Theoretical Framework

2.3 Benefits of eLearning

E-learning has several advantages. Learners who learn online have the freedom to choose

their own schedules, making eLearning self-paced. Self-paced learning has been shown in

studies by Sakkir, Dollah & Ahmad, (2021), to boost student happiness and minimize stress,

resulting in better learning results for all parties involved. Efficiency, effectiveness,

convenience, scalability, and reusability are just a few of the benefits of self-paced learning.

E-Learning is student-centered, with the objective of concentrating on learners rather than

instructors. The capacity to develop and build fully student-centered online learning

environments is one of the most major benefits of E-Learning, (Sakkir, Dollah & Ahmad,

2021).

E-learning is cost-effective; the word "cost-effectiveness" in E-Learning applies to both

educational institutions and learners; for example, it saves money on transportation,

textbooks, and childcare (Sakkir, Dollah & Ahmad, 2021). Individual learner characteristics

are taken into consideration in e-learning, allowing pupils to practice their own unique

learning strategies. Because each child has a unique learning style, there will never be a one-

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size-fits-all method that will work for everyone at the same time. As a result, one of the most

significant advantages of E-Learning is the capacity to employ personalized learning

approaches.

eLearning allows for the creation of personalized learning environments. Learners who do

not have a good learning environment will suffer in terms of academic achievement and

mental health. In E-Learning, learners have total control over their learning environment.

Analytics are widely used in e-learning. E-Learning utilizes student data far more effectively

than any other kind of education in history. This is due to E-Learning Analytics. E-Learning

Analytics is the process of obtaining relevant data from online learning management systems,

and it is another advantage of E-major Learning, (Lestiyanawati, 2020).

Teacher shortages may be alleviated through online learning. E-learning can decrease the

massive 3-million-strong teaching staff that now exists in the United States. Instead of

focusing on employing more teachers, perhaps the system could allow the greatest teachers to

use E-Learning to reach a larger range of learners (Lestiyanawati, 2020). Elearning is the new

saving method of changing school curriculums, in traditional learning institutions is a lengthy

and difficult process that is frequently ignored due to its complexity. In the case of E-

Learning, lessons may be delivered and updated quickly and efficiently, frequently within

days.

2.4 The impacts of eLearning on assessment of teaching and learning activities

Evaluation always produces the true curriculum. However, this is one difficult area of

learning. This is because online unit of study coordinators and deliverers face different

restrictions and benefits when compared to more traditional means of delivery, e-learning

assessment techniques are especially essential in identifying learning success.

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Active participation in online learning activities is defined by the types of interaction between

the learner and himself, the learner and another learner, the learner and the instructor, the

learner and the content, and the learner interface, according to Chou, Peng, and Chang

(2010). Learning activities in the course include student content, student-instructor contact,

and student-student interaction (Gradel & Edson, 2010). Forums, message boards, online

forms of assignments, and wiki exercises are all now included in popular eLearning systems

as essential tools for interactive activities in the classroom. Teachers can utilize these

resources, such as status reports on submitted assignments, access data, and system activity

logs, to measure and track their learners' learning progress. Many studies have offered

methods for successfully enhancing learners' learning processes through interactive activities.

In his research, Evans and Sabry, (2003) employed three interactive tasks: pace control, self-

assessment, and interactive simulation. According to the outcomes of their research, learners

who engage more with the system obtain better results and take less time to learn

The research, however, did not include any extra interactive forms. There was no relationship

between different forms of interaction and learners' learning outcomes, contrary to what Eom,

Wen, & Ashill, (2006) claimed. Interactive online activities in a blended learning course,

according to early research, have an impact on student learning outcomes.

2.5 The impact of eLearning on the delivery of content by teachers to learners

Content distribution is one of the most challenging, but also one of the most important,

aspects of developing an online course. Because material is central to all courses, how it is

presented to learners has a substantial impact on their performance and enjoyment. The

optimal way to distribute information varies depending on the course, but regardless of the

platform you choose, there are some best practices that can be followed to ensure that your

learners receive the content they need to succeed. Many of the best practices for delivering

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online information are also applicable to delivering face-to-face content, (Damianov,

Kupczynski, & Calafiore, 2009).

2.5.1 eLearning best practices

Organize your lectures in a logical sequence. If you give each lesson in a simple and logical

manner, learners will understand the purpose. This will also make it easier to understand and

retain the material. Make the content enjoyable to read. It is important to engage learners in

both face-to-face and online contexts with the course. Making the course engaging motivates

learners to study more and enhances their chances of success. It is critical to maintain the

course material delivery technique consistent in order to present content consistently,

(Schrire, 2006).

When designing lectures, include just what learners need to know to succeed in the course,

and avoid spending too much time on unimportant issues. Maintain attention by focusing on

one essential topic every class and providing a thorough explanation of that issue. Because

learners' attention spans are considerably shorter in an online classroom than in a face-to-face

environment, brevity is a virtue. Learners are more likely to pay attention if longer lectures

are divided into sections. Wherever possible, provide course content visually rather than

textually to encourage learners to stay engaged.

Furthermore, the forms of communication between learners in the course are getting more

diverse and efficient because of the supporting technology. Discussion forums, according to

Dawson and colleagues (Dawson, E., & Tan, 2008), account for 80 percent of participation in

online learning contexts. However, no studies have been done to investigate the influence of

activities conducted through the forum on learning outcomes. According to Schrire (2006),

kids do better academically when they engage in dialogues with their classmates rather than

the teacher.

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2.6 Learners’ ability to interact with coursework and teachers through eLearning

There are three types of interaction believed to be important in eLearning courses. These are

student-to-content interaction, student-to instructor interaction, and student-to-student

interaction. A question could be raised about the empirical evidence to support the claim that

student to-student interaction is essential in distance education. The seven principles were

developed from research on face-to-face undergraduate classes taught during the 1960s, 70s,

and 80s. The learners of that era could be different from the learners of today, (Soller, 2004).

Researchers have long pointed out the importance of student interactions in the teaching and

learning process. Vygotsky (1978) states collaborative learning is necessary in building one's

own cognitive process. Among group members, if they cannot share their knowledge

effectively, it can lead to poor learning outcomes (Soller, 2004).

The American Psychological Association (APA) developed a statement called Learner-

Centered Psychological Principles in the 1990s as a guideline for the elements that influence

learning (APA Work Group of the Board of Educational Affairs, 1997). It was built on 14

principles, which were split into four categories: cognitive and metacognitive variables,

motivational and affective elements, developmental and social factors, and individual

variations factors. Principle 11 is closely related to concerns about student interaction under

the developmental and social components. It asserts that social interactions, interpersonal

connections, and interpersonal communication all have an influence on learning. It confirms

the notion that good interactions with other learners and allowing them to learn from one

another in a trusting atmosphere improve learning, as one of the concepts has been repeatedly

proved over the years (McCombs and Vakili, 2005).

Based on the same concept, some academics propose for the establishment of an online

learning community inside distance education courses. In addition to active interaction,

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participation, online presence, and controlled dialogues, the creation of an online community

is a crucial component for high-quality online education. Fostering participation in an online

community is a major indicator of success in online courses (Bender, 2003; Salmon, 2001).

According to Swan (2003), one of the five categories of interactivity is learners' interactions

with peers. As a result, promoting student participation in distance education courses is

important for developing an online learning community.

Learning content design is getting more diverse in terms of forms and ways to communicate

the sense of excitement generated for learners to study because of the support tools. It became

clear that developing an online course that encourages student inquiry and reflection required

far more thought, time, and effort than had been anticipated, (Moallem, 2003). With just

human will ascribed to it, content is the most flexible of actors, willing to engage in any

combination and quantity of interaction, (Anderson, 2003).

2.7 Influence of learners’ academic performance after the introduction of eLearning

The information gathered during an eLearning evaluation must demonstrate whether teaching

and learning have improved or deteriorated as a consequence of the method's implementation.

This may be done by putting in place a comprehensive evaluation procedure across a

representative sample of courses (Frydenberg, 2002; Herrington, Herrington, Oliver, Stoney,

& Willis, 2001; Kennedy, 2003). An in-depth student questionnaire on the perceived utility of

technologies in each given course; an in-depth study of e-learning use, including content

analysis, discussion forum postings, wikis, and blogs; and focus group interviews with

learners on e-learning usage in any given course. This assessment program may give

evidence for the success or failure of the eLearning technique since the analysis of e-learning

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material and activities may be done in terms of, for example, specified criteria for making

decisions about the quality of student learning.

Summary

Where is the summary for this section? There is also no theoretical framework as a lens for

looking at this topic. Generally, the whole literature review reads like material that is cut and

pasted from elsewhere. I do not get the sense that you are engaging in any way with the

subject matter at hand.

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 CHAPTER 3:

METHODOLOGY

3.1 Introduction

This chapter focuses on the methodology used when conducting the study. It looks at the

research design, population, sample, and sampling procedures. It further focuses on the

research instruments, data collection procedures, management of data and data analysis plan.

3.2 Research design

This study employed descriptive design through quantitative approach to assess the impacts

of eLearning on the teaching and learning of learners during the covid 19 pandemic. the study

will assess the impact of e-learning on the teaching and learning process of learners during

the covid 19.

3.2 Area of study

The study will be conducted in four schools, two will selected in rural areas and the other two

will be selected in urban areas.

3.3 Sampling procedure

The data will be sampled taking into

3.3.1 Population of the study

The study will be conducted in four schools, two in the rural area and two in urban area. The

four schools have a total 889 learners combined in form 3 and form 5, and a total population

of 48 teachers teaching form 3 and form 5.

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3.3.2 Type of sampling

Sampling procedure is choosing part of a population to use to test hypotheses about the entire

population, used to choose the number of participants, interviews, or work samples to use in

the assessment process (Edwards, 2017). The study employed random sampling whereby

student doing form 3 and 5 were selected to participate in the study, as well as teachers

teaching those grades. Any student met within the boundaries of the area of study who were

at doing either form 3 or 5 and teachers who taught either from 3 or from 5.

3.3.3 Criteria for inclusion into the sample

The inclusion criteria for the study will be:

a) Learners doing either form 3 and form 5

b) Teachers teaching form 3 and form 5

c) Learners and teachers who consent to participate in the study

3.3.4 Criteria for exclusion into the sample

The exclusion criteria for the study will be:

a) Learners who will be doing any other grades besides form 3 and 5

b) Teachers who will be teaching any other grades besides form 3 and form 5

c) Those that will not be interested in participating in the study

3.3.5 Sample size

Sample size refers to a set of participants selected from a larger population of the purpose of

the study (Creswell, 2014). A sample is a subset of the total population that is of interest for

the study topic. This “total” population is called the target population, to which the results of

the study can be generalized Omair, (2014). Since it is not possible to include everyone in the

proposed study, thus a certain number of participants from the population will be selected

(Yin, 2016).

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The sample size was acquired through the Raosoft calculator, which is a statistical software

used to determine sample size with a confidence interval of 95% and a margin of error of 5%.

The total number of learners in the selected schools doing form 3 and form 5 were 889 as per

the school’s statistics report, and teachers teaching those grades were 48, hence making the

sample size to be 220 learners and 40 teachers.

3.4 Data collection tool

The data collection tool for the proposed study will be questionnaires which will be

developed with the help of extensive literature on eLearning.

3.5 Reliability

According to Lestiyanawati, (2020), reliability is the dependability, consistency and/ or

repeatability of the project’s data collection, interpretation and or analysis. Reliability will be

ensured by designing questionnaires that will eliminate biasness.

3.6 Pre-testing and validity

Pre- testing will be conducted in schools with similar sociocultural characteristics as

compared to the area of study. Questioners will be distributed to a group of learners like the

targeted population of the main study.

For assurance of validity of the questioner:

1. It will be administered to subject the same way it will administered in the main study.

2. Learners will be asked to identify ambiguity and difficult questions.

3. Each question will be assessed if it gave an adequate range of responses.

4. Ensure that the data collected is complete.

3.7 Data collection method

Questionnaires will be administered through face-to-face interview with participants. Reading

of questioners to participants will be done to ensure clear understanding of the subject at

17
hand. Participants will be allowed to ask for clarity if there is something they did not

understand.

3.8 Data handling

Questionnaires will be checked for completeness before data is entered into the computer.

Data will be stored in flash disks and kept secure in a locked cupboard. Only the researchers

will have access to the information.

3.9 Data organization and analysis

Data will be entered and analyzed using Statistical Package for Social Sciences version 20

(SPSS 20) and Microsoft excel. Bar graphs and charts will be used to present the analyzed

data.

3.10 Ethical consideration

Permission to conduct the study will be obtained from the head teacher of each school.

Participant’s confidentiality and anonymity will be maintained by not involving participant’s

personal details in the study.

3.11 Dissemination of the findings

After completion of the study the results will communicated through presentation at the

faculty. A copy will also be given to the supervisor, another will be made available at the

library and the group itself.

3.12 Chapter Summary

This chapter presents the research design, research approach, sample size and the sample

technique, the data collection methods and instruments, data analysis. Lastly, the chapter has

described how ethical considerations of the study.

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