SELF-CONCEPT AND USE OF E-LEARNING TECHNOLOGIES AMONG SCIENCE EDUCATION STUDENTS IN COLLEGES OF EDUCATION IN KWARA STATE, NIGERIA

Abstract

This study examined the self-concept and use of e-learning technologies among Science Education students in colleges of education in Kwara State, Nigeria. The population comprised all 415 second-year (200-level) science education students from four government-owned colleges of education. A stratified random sampling technique was used to select 184 students from two colleges. A validated, researcher-designed questionnaire (Cronbach's α = 0.84 for self-concept, 0.72 for use of e-learning) served as the instrument. Mean and standard deviation answered four research questions, while independent t-tests tested two null hypotheses at α = 0.05. Findings revealed that students' self-concept of e-learning was high (grand mean = 2.80 on a 4-point scale), and their use of e-learning technologies was positive (grand mean = 2.64). No significant gender differences were found in either self-concept (t(182)=1.011, p>.05) or technology use (t(182)=0.682, p>.05). The study recommends that science education students be encouraged to use e-learning technologies for instructional purposes, and that the NCE curriculum be revised to incorporate e-learning competencies.