The Effects of ILIAS Online Learning Platform On Academic Achievement in Educational Technology Among University Students’ in Nigeria

  • ALABI, Thomas Omotayo
  • Thaddeus Hellen
  • FALODE, Oluwole Caleb Ph.D.
Keywords: ILIAS, Achievement and Online learning

Abstract

This  study  investigated  the  effects  of  ILIAS  online  learning  platform  on  students’   achievement  in  educational  technology  among  universities  in  Nigeria.  Guided by  two research  questions  and  two  null  hypotheses,  a  sample  of  338  (157  males  and  181 females)  year  two  students  was  used.  Quasi-experimental research design was used. Educational Technology Achievement Test (ETAT)   was used for data collection. Data collected was analysed using mean and standard deviation while ANOVA was used to test the two null hypotheses that were formulated.  The findings of the study indicated that those taught with ILIAS learning platform  had  higher  mean  achievement  scores  in  ETAT  than  those  students  in  the  control group  and  also  there  was  no  significant  difference  in  the  mean  achievement  scores  of  male and female students taught Educational Technology using ILIAS learning platform. Based on the findings of the study, it was recommended that  Universitiesand  other  tertiary  institutions  should  implement  the use  of  ILIAS learning  platform  in  teaching  and  learning  process  for  the  purpose  of  enhancing  learning outcome.

Author Biographies

ALABI, Thomas Omotayo

Department of Educational Technology

Federal University of Technology, Minna, Nigeria

Thaddeus Hellen

Department of Educational Technology
Federal University of Technology, Minna, Nigeria

FALODE, Oluwole Caleb, Ph.D.

Department of Educational Technology,

Federal University of Technology Minna, Nigeria.

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Published
2020-09-30
How to Cite
Omotayo, A., Hellen, T., & Caleb, F. (2020). The Effects of ILIAS Online Learning Platform On Academic Achievement in Educational Technology Among University Students’ in Nigeria. IJER-International Journal of Educational Research, 3(09), 13- 20. Retrieved from http://gphjournal.org/index.php/er/article/view/310

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