International Journal of Women in Technical Education and Employment (IJOWITED)

The Federal Polytechnic, Ilaro Chapter

ISSN: 2734-3227. Volume 2 – Issue 1, July 2021
https://fpiwitedjournal.federalpolyilaro.edu.ng
INTERNATIONAL JOURNAL OF WOMEN IN TECHNICAL EDUCATION AND EMPLOYMENT (IJOWITED)

Assessment of E-Learning Resources and Effectiveness of Learning Among

Students of The Federal Polytechnic, Ilaro, Nigeria
Iro-Idoro, Charlotte Bose* & Jimoh, Tajudeen Adisa#
Department of Office Technology and Management, Federal Polytechnic, Ilaro, Ogun State, Nigeria
charlotte.iroidoro@federalpolyilaro.edu.ng *; tajudeen.jimoh@federalpolyilaro.edu.ng#

Abstract
This study assesses the growing adoption of web portals and ICT-enabled resources and their impacts on
the effectiveness of learning among students of the Federal Polytechnic, Ilaro, Nigeria. Three (3)
research questions were formulated and an online survey of 715 students was conducted across all
disciplines and levels in the Institution. The study employed descriptive and inferential statistics
(Percentage and linear Regression) for the analysis of data collected through a 4-point Likert type
structured questionnaire administered among the students. The results indicate high availability of
learning resources, remarkable access to the e-learning resources of the Polytechnic and a low
satisfaction of students on the availability of real-time interaction and lecture videos. The results also
ARTICLE HISTORY reveal that e-portal use has a significant relationship with learning effectiveness and positive contribution
to the effectiveness of learning among the students. It was recommended among others that an e-
Received: April 1, 2021 learning portal should be made to cater for students’ preferences and higher educational institutions
Revised: April 28, 2021 should complement the classroom lectures with e-learning so that the achievement of learning goals
Accepted: May 26, 2021
could be more enhanced.
Keywords: E-learning, E-learning Resources, Learning effectiveness, Web portal

Citation
Iro-Idoro, C. B. & Jimoh, T. A. (2021). Assessment of E-Learning Resources and Effectiveness of Learning Among
Students of The Federal Polytechnic, Ilaro, Nigeria. International Journal of Women in Technical Education and
Employment (IJOWITED), The Federal Polytechnic, Ilaro Chapter, 2(1), 53-61

1. Introduction
Trends in technological diffusion ignite evolving changes in every facet of human learning as digital distortion
engenders drastic transformation in both the teaching and learning processes and methods. These trends in
technology adoption and its capacity to drive organisational activities, through ICT and related technologies are
the vogue in most organisations of developed and developing nations. The education sector remains an
important industry saddled with significant responsibility in the development of a nation. Many ICT induced
changes that are seen in the running and management of higher education especially universities, polytechnics,
colleges etc. are more important in the way staff interact, participate in the administration of their schools and
how students access institutional facilities and receive quality learning. As a result of the different emerging
trends in the use of technologies, tertiary education institutions now embrace the use of ICT to perform their
core functions of teaching, research and learning as well as rendering services (Jayanetti, 2014). The
development and use of telecommunication tools created huge possibilities to adopt information and
communication devices for teaching and learning at different levels of education (Nnaekwe & Ugwu, 2019).
With the potential of ICT in transforming teaching and learning processes (Simin, Thanusha, Logeswary &
Annreetha, 2016), the adoption of ICT-enabled resources for teaching, learning and research is gaining wide
attention (Omotunde, Babalola, & Omotunde, 2014), hence the unprecedented drive by institutions of higher
education to integrate the use of ICT in most educational activities.

The global outbreak of the Covid-19 pandemic and its attendant challenges toward the end of 2019 through
2020 propelled and compelled many educational institutions to embrace the adoption of e-learning as a means to
keep alive the academic and scholastic enthusiasm in students. According to Fan, Radford & Fabian (2017), the

Iro-Idoro, C. B. & Jimoh, T. A. (2021) 53

 International Journal of Women in Technical Education and Employment (IJOWITED)
The Federal Polytechnic, Ilaro Chapter
ISSN: 2734-3227. Volume 2 – Issue 1, July 2021
https://fpiwitedjournal.federalpolyilaro.edu.ng

use of e-portal for learning purpose makes higher education use a modern paradigm of technology-enabled
content delivery and places emphasis on methods that enable lecturers to collaborate and allow an exchange of
knowledge between lecturers and students to meet educational goals.

E-learning methods are of different types and the classifications are based on different factors. It can be
described based on connectivity and functionality. Connectivity emphasizes that the learning process takes
place via connectivity on the intranet, internet or the web of connectivity, implying that learning is delivered or
received basically via the internet, intranets or the web. Based on Functionality, it allows electronic storage of
information for teaching instructions, prompt update, easy retrieval and distribution of same to the students, all
of which are made possible over the internet with the use of a computer (Vaibhav, et al, 2012). According to
Algahtani (2011), e-learning is classified into computer-based and internet-based. Computer-based e-learning
involves the use of a range of devices and software or the use of computers in place of the traditional method as
an additional resource within and outside the classroom. The internet-based e-learning could be synchronous or
asynchronous. In synchronous learning, the teacher and the students interact through a specific online resource which
allows everything to take place in real-time. These include live-streaming of lectures and instructions, live chatting, video
conferencing and teleconferencing. With the synchronous timing, there is alternate online access among
instructors and learners (Algahtani, 2011). Asynchronous learning happens on schedule. The course instructor
provides notes for reading and videos for viewing, gives assignments for the students to complete and exams for
evaluation (Algahtani, 2011 & The Best Schools (TBS), 2018). This mode also allows learners to discuss with the
instructors or teachers as well as among themselves over the internet at different times (Almosa & Almubarak,
2005). Strategies for asynchronous web-based learning incorporate planned video real-time, virtual libraries, address
notes and exercise modules just as gathering conversations via web-based media platforms (TBS, 2018). The internet-
based or internet-enabled e-learning is the focus of the present studies.

The deployment of information and communication resources and tools in education has given birth to a new
mode of learning which does not necessarily require the physical presence of participants; hence, making
learning goals easily achievable not only in a classroom environment (Gholamhosseini, 2008). The adoption of
such teaching and learning modes capable of achieving qualitative and much-desired learning should be the
focus of contemporary educational institutions (Zare, Sarikhani, Salari & Mansouri, 2016). The development
and expanding significance of varied advanced innovations for teaching and learning in higher education has
prompted web-based learning through applications and resources like the web, mixed media tools, electronic
mail, etc. (Muslim & Ahmad, 2018).

E-learning is the utilization of ICT innovations in wide-range approaches of educations to support and facilitate
learning in institutions of higher learning. This includes the deployment of ICT apparatuses in addition to
customary classroom learning, internet-enabled learning or blending the two modes (Muthuchamy & Thiyagu,
2011; Organization for Economic Co-operation and Development, 2005). To Zare et al (2016), e-learning
entails the use of electronic systems - computer, internet and multimedia resources, virtual magazines and
newscasts, etc. to achieve faster, easier and better teaching and learn at reduced cost and time. Guragain (2016)
posit that e-learning is a significant change from traditional classroom teaching and learning to ICT-based
customized and flexible learning methods.

According to Imran & Malik (2017), the term e-learning covers the use of different kind of information and
communication technologies (ICT) and electronic devices in education. According to them, with web-based
learning, learners from remote places can communicate easily, knowledge could be acquired and shared among
the learners, there are possibilities of open discussion and students can learn according to their schedule. All
these facilities offer opportunities and abilities that cannot be utilised in conventional learning. This shows that
e-learning is a form of learning in which electronic technologies are utilized to access curriculum content
delivery outside a traditional classroom setting. It involves the use of information and communication
technologies to enable and facilitate access to learning and teaching (Muthuchamy & Thiyagu, 2011; Arkorful
& Abaidoo, 2014) and the delivery of courses happen specifically via a form of connectivity to somewhere
other than the classroom.

Iro-Idoro, C. B. & Jimoh, T. A. (2021) 54

 International Journal of Women in Technical Education and Employment (IJOWITED)
The Federal Polytechnic, Ilaro Chapter
ISSN: 2734-3227. Volume 2 – Issue 1, July 2021
https://fpiwitedjournal.federalpolyilaro.edu.ng

E-learning offers the advantage to enable students in higher institutions to acquire education and also pursue
other personal objectives and maintain their careers, thereby overcoming the rigid schedule of classroom setting
(Borstorff & Lowe, 2007). With e-learning, consideration is given to cost, content delivery, service satisfaction,
quality and speed (Liaw & Huang, 2003). With e-learning, the restriction of time and place is eradicated
whereas interactivity among students and teachers is enhanced (Holmes & Gardner, 2006) and learning
objectives can easily be achieved within a short time and with little efforts from both the learners and the
lecturers (Rabah, 2005). It is a mode of learning that offers teachers several ways of interacting with their
students and gives room for instantaneous feedback (Brown, Cromby & Standen, 2001).

According to Arkorful and Abaidoo (2014), e-learning is revolutionary and is mostly centred on the learner as
well as its design involving a system that is interactive, repetitious, self-paced, and customizable. Hence, the
design and the accessibility to the institutional web portal or e-learning portal is significant in achieving the e-
learning objectives. In Nigeria, educational institutions are investing heavily in the creation of e-portals to take
advantage of the possibilities offered by e-portals technology (Omotunde, Babalola, & Omotunde, 2014) and to
provide quality educational services (Mohamed, James & Sayed, 2011). An e-learning portal is a website that
offers users and organisations enhanced access to a wide range of learning resources from diverse sources. It
may also include a rating system, search functionality, bookmarking ability, and more (Imran & Malik, 2017).

Higher education organisations in developed countries are passionately using e-portal as a necessary means to
facilitate communication and service delivery between administrative staff, faculty members and most
importantly the students. The rapid growth in internet applications like web portals particularly has led to
various efforts in research with the aim of understanding service satisfaction on the internet. A portal looks
more like a normal web when it has a wide range of sophisticated resources such as blogs, e-mails, search
functions, news and directories (Muslim & Ahmad, 2018).

According to Sharma (2019), the five major components of an e-learning portal that are crucial for a thriving
online learning environment are (i) the audience/users (the students who are the audience, their expectations,
learning abilities and capacities to access and view materials, and their preferences and needs), (ii) course
structure (course structure is an important factor in how learners will learn. This includes the organisation of
course content, module development, length of materials, use of illustrations and pictures, to achieves learning
goals), (iii) Web Page Design (navigation should be easy, appearance should be friendly, balanced use of text
and graphics, visual style, pop-ups, formatting and filters should be simple. These can affect the learning
experience of the learners), (iv) Content Engagement (Learning experience will be improved when exercises and
class activities are included in the learning process, hyperlinks are provided for additional concepts, and
explanations. The content should incorporate quizzes and tests, and skill assessment exercises should focus only
on the course objective) and (v) Usability (Ease of use depicts the effectiveness of e-learning contents and
resources. All links should work as intended, graphics should be clear and visible and the course objectives
should be achievable and learners’ expectations are met).

According to Li (2015), an electronic learning platform should provide easy access for learners to navigate
through the content, be flexible, make content discoverable, allow for personalised learning activities, ensure
both synchronise and asynchronised learning and be accessible from all forms of compatible devices.

The present study looks at the adoption of a web portal for e-learning and the implication of e-portal use on the
effectiveness of learning in a higher educational institution with particular reference to the Federal Polytechnic,
Ilaro. The discovery of the corona virus and its subsequent pronouncement as a global pandemic by the World
Health Organisation forced governments, organisations, commercial and business entities, educational
institutions, government agencies/parastatals to be on lockdown to avert the consequence of the spread of the
virus. This necessitated the Nigerian government to direct institutions of higher education to embark on e-
learning to minimize the effect of redundancy among the teeming youths in Nigerian higher educational
institutions.

With the government’s directive, the Federal Polytechnic, Ilaro swiftly redesigned its web content and features
to cover a wide range of features and resources for e-learning in addition to already existing ones and
commenced the e-learning for all levels of students. Hence,
Iro-Idoro, C. B. & Jimoh, T. A. (2021) 55
 International Journal of Women in Technical Education and Employment (IJOWITED)
The Federal Polytechnic, Ilaro Chapter
ISSN: 2734-3227. Volume 2 – Issue 1, July 2021
https://fpiwitedjournal.federalpolyilaro.edu.ng

The objective of this study was to assess e-learning resources, their level of use and effectiveness on learning
among students of the Federal Polytechnic Ilaro from students’ perspective and to determine the extent to which
the portal content, usability and feature facilitate e-learning activities and outcomes. In line with the objective of
the study, the research question raised is to find out the extent to which the use of e-learning resources
contributes to the effectiveness of learning among students of the Federal Polytechnic Ilaro.

2. Methodology
An online survey was conducted among students of the Federal Polytechnic, Ilaro. The survey took place from
July 18 to July 22, 2020, during which schools were under lockdown and students of the Institution were
making use of the e-portal for learning. The study adopted the snowballing approach and the students were
requested to participate in the survey through messages on electronic and social media platforms being used by
the respective classes and groups of the students. A four-point Likert rating scale was developed as an
instrument of data collection with the following rating Highly Available (HA) 4, Available (A) 3, Fairly
Available (2) and Not Available NA (1). The questionnaire consists of four sections to collect demographic
information, identify the learning facilities on the e-portal, assess the level of use and accessibility of the e-
learning portal and determine the extent of effectiveness of learning via the e-portal respectively. All the five
faculties/schools in the Institution were covered in the survey. These are the School of Communication and
Information Technology (SCIT), School of Engineering (SE), School of Environmental Studies (SES), School
of Management Studies (SMS) and School of Pure and Applied Sciences (SPAS). In all, a total of 715 students
participated in the survey. Descriptive and inferential methods of data analysis were applied and the analysis
was done using Statistical Package for Social Sciences (SPSS) version 23.

To have a quantitative analysis of students’ assessment of the effectiveness of e-learning resources of the
Federal Polytechnic, Ilaro for learning, the following hypothesis was formulated:
▪ E-learning resources do not have any significant impact on the effectiveness of learning among
students of the Federal Polytechnic, Ilaro.

3. Results

Table 1: KMO and Bartlett's Testa

Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .972
Approx. Chi-Square 9712.992
Bartlett's Test of Sphericity Df 190
Sig. .000
a. Based on correlations

The associated Kaiser-Meyer-Olkin (KMO) Measure of Sampling Adequacy Bartlett’s Test of Sphericity
reveals a correlation value of .972 and a significant probability value of 0.00 (p<0.05).

Table 2: Demography of Participants

A total of 715 students of the Federal Polytechnic, Ilaro participated in the survey out of which 309 were male
and 406 were female as depicted in Fig. 1

Iro-Idoro, C. B. & Jimoh, T. A. (2021) 56

 International Journal of Women in Technical Education and Employment (IJOWITED)
The Federal Polytechnic, Ilaro Chapter
ISSN: 2734-3227. Volume 2 – Issue 1, July 2021
https://fpiwitedjournal.federalpolyilaro.edu.ng

Fig 1: Gender of Respondents Fig 2: Level of Students

The distribution of participants in the survey cut across the different levels of students in the Institution. As
indicated in Fig. 2, 16% of the students who participated in the survey were in 100 Level, 24% were in the 2nd
year of their programme while 29% and 31 % were in 300 and 400 levels respectively. This shows that the
different levels of students were represented in the survey.

Fig 3: Faculty/School of Participants

Fig. 3 shows the coverage of the survey in terms of the faculty of the participants. The larger percentage of the
respondents were from the School of Management Studies (SMS = 31%), School of Communication and
Information Technology (SCIT = 23%) and School of Pure and Applied Sciences (SPAS = 21%). The School
of Engineering (SE) and School of Environmental Studies SES) had 14% and 12% of the total participants
respectively.
Table 2 depicts the level of accessibility to e-learning resources
Table 2: Learning materials/resources available on the e-learning management System
Frequency Percent Valid Cumulative
Percent Percent
NA 14 2.0 2.0 2.0
FA 146 20.4 20.4 22.4
Course Modules and Course Content
A 379 53.0 53.0 75.4
Information
HA 176 24.6 24.6 100.0
Total 715 100.0 100.0

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 International Journal of Women in Technical Education and Employment (IJOWITED)
The Federal Polytechnic, Ilaro Chapter
ISSN: 2734-3227. Volume 2 – Issue 1, July 2021
https://fpiwitedjournal.federalpolyilaro.edu.ng

NA 21 2.9 2.9 2.9

FA 149 20.8 20.8 23.8
Lecture Notes A 382 53.4 53.4 77.2
HA 163 22.8 22.8 100.0
Total 715 100.0 100.0
NA 340 47.6 47.6 47.6
FA 159 22.2 22.2 69.8
Lecture Videos/Video Links A 166 23.2 23.2 93.0
HA 50 7.0 7.0 100.0
Total 715 100.0 100.0
NA 262 36.6 36.6 36.6
FA 181 25.3 25.3 62.0
Live chat and Real-Time Interaction
A 201 28.1 28.1 90.1
With Course Lecture
HA 71 9.9 9.9 100.0
Total 715 100.0 100.0

From the results, course modules and content information were indicated to be remarkably available on the e-
learning portal (HA = 24%; A = 53%) indicating that learners are readily provided with course modules and
good description of the content of their courses. The result also reveals the availability of lecture notes (HA =
22.8%; A = 53.4%; FA = 22%), Lecture videos and video links (HA = 7%; A = 23%) and Live chart and real-
time interaction with course lecturers (HA = 9%; A = 28%; FA =25%).

Data on the access to e-learning resources on the e-learning portal reveals that course information and lecture
notes are adequately available and easily accessible to the students. The participants showed availability of
course modules containing detailed information including lecture notes to facilitate learning on each of the
courses. However, the participants indicated low availability of lecture videos and real-time interactions with
course lectures or instructors to enhance their learning on the portal. This is an indication of the level of
satisfaction of the students with the availability of real-time interaction and supported lecture videos to facilitate
learning.

Tabe 3 is the correlation matrix between E-learning Resource (ER) and Learning Effectiveness (LE)

Table 3: Correlations Matrix

LE ER
EL 1.000 .828
Pearson Correlation
ER .828 1.000
EL . .000
Sig. (1-tailed)
ER .000 .
EL 715 715
N
ER 715 715

ER and LE correlates at .823 which is a high positive correlation. This denotes that the factors tested (e-portal
use and effectiveness of learning) has a high positive relationship with each other.

Iro-Idoro, C. B. & Jimoh, T. A. (2021) 58

 International Journal of Women in Technical Education and Employment (IJOWITED)
The Federal Polytechnic, Ilaro Chapter
ISSN: 2734-3227. Volume 2 – Issue 1, July 2021
https://fpiwitedjournal.federalpolyilaro.edu.ng

Table 5: ANOVA
Model Sum of Squares Df Mean Square F Sig.
Regression 10176.984 1 10176.984 1557.944 .000b
1 Residual 4657.542 713 6.532
Total 14834.526 714
a. Dependent Variable: LE
b. Predictors: (Constant), ER

Table 5 shows the level of significance of the relationship between ER and LE [f (1/713) = 1557.9, P<0.05].
Hence, the null hypothesis is rejected at a 0.05 level of significance and the alternative hypothesis is accepted at
a 95% confidence interval. Thus, it is upheld that e-portal use has a significant impact on the effectiveness of
learning among students of the Federal Polytechnic, Ilaro.

Table 6: Correlation coefficient

Model Unstandardized Standardized T Sig.
Coefficients Coefficients
B Std. Error Beta
(Constant) 2.846 .500 5.687 .000
1
ER .567 .014 .828 39.471 .000

The correlation coefficient in Table 6 shows a Beta value of .567 with an associated significant value of 0.00 <
p,0.05. This implies that a unit increase in ER will trigger a 56% increase in LE. From the above table, the
regression equation is written as Y=2.846+.567X. This signifies that any unit change in the independent
variable will yield a 56% increase in the dependent variable, that is, any increase in the use of the e-portal will
lead to about a 56% increase in learning effectiveness.

4. Discussion
The results portend a significant use and accessibility to the e-learning resources of the Institution and the
learning resources were reported to be available with a notable inadequacy of lecture video and real-time
interactions among learners and course lecturers. The student signified that the content of the e-learning
resource is user-friendly, easy to use and access. This result points to remarkable ease of use and access. This
negates the findings of Omotunde, Babalola and Omotunde (2014) in which a large percentage of the students
reported their institutional web portal to be complex and navigation was cumbersome. The result of the present
study shows that e-portal use has a significant relationship with learning effectiveness and this conforms to the
findings of Imran & Malik (2017). The factor inputs show considerable use of the portal for e-learning, with an
easy-to-use interface, easy accessibility, navigation, easy-to-use content arrangement and format of lecture
materials which are considered essential for an e-learning portal as posited by Arkorful and Abaidoo (2014), Li
(2015) and Sharma (2019). The result clearly shows that the e-learning portal facilitates effective learning
among the students, enhances students’’ academic engagement and contributes to learning goals.

5. Conclusion
The study examines the use of e-learning resources of the Federal Polytechnic Ilaro from students’ perspective
and the extent to which it facilitates effective learning activities and outcome. The e-learning resource was
found to have features that capture the need and purposes of the students while certain features like real-time
interaction and lecture videos or video links resources were under-utilised on the portal. The development and
adoption of the e-learning resources were found to have a significant positive contribution to the effectiveness of
learning among the students, it facilitates academic engagement of the students, lends a sense of purposeful use
and has a remarkable positive impact on learning goals.

Iro-Idoro, C. B. & Jimoh, T. A. (2021) 59

 International Journal of Women in Technical Education and Employment (IJOWITED)
The Federal Polytechnic, Ilaro Chapter
ISSN: 2734-3227. Volume 2 – Issue 1, July 2021
https://fpiwitedjournal.federalpolyilaro.edu.ng

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ISSN: 2734-3227. Volume 2 – Issue 1, July 2021
https://fpiwitedjournal.federalpolyilaro.edu.ng

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