Assessment of the Oyo State Teaching Service Commission Interactive Learning Platforms during COVID-19 Lockdown in Nigeria
The study assessed the member response rate to the Oyo state teaching service commission (TESCOM) interactive learning platforms during the COVID-19 lockdown in Nigeria. The study adopted a descriptive survey research design. The sample comprised 3,388 respondents drawn from five online learning pla...
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| Format: | Article |
| Language: | English |
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ERRCD Forum
2021-03-01
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| Series: | Interdisciplinary Journal of Education Research |
| Subjects: | |
| Online Access: | https://pubs.ufs.ac.za/index.php/ijer/article/view/671 |
| _version_ | 1797755981413744640 |
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| author | Dr Afeez Jinadu Dr Motunrayo Oyaremi Dr Modinat Rufai |
| author_facet | Dr Afeez Jinadu Dr Motunrayo Oyaremi Dr Modinat Rufai |
| author_sort | Dr Afeez Jinadu |
| collection | DOAJ |
| description | The study assessed the member response rate to the Oyo state teaching service commission (TESCOM) interactive learning platforms during the COVID-19 lockdown in Nigeria. The study adopted a descriptive survey research design. The sample comprised 3,388 respondents drawn from five online learning platforms (Arts, science, commercial, general and staffroom). Two instruments, Response Rate Factor Questionnaire-Survey monkey (r = 0.83) and participant online direct recording (? = 0.76), were used to collect data at three different intervals. Frequency counts and analysis of variance were used to analyse the data collected. Those online at the time of data collection were 59 (5.2%) for science, 23 (4.3%) for arts, 24 (6.4%) for commercial, 84 (7.4%) for general study and 96 (48.5%) in the staff room platform. A significant difference in member response rate was observed across the learning platforms [F(4,10) = 4.374; p= 0.027< 0.05]. Bonferroni post hoc analysis shown by mean plot revealed that general studies platform had the highest mean score (M=169.0) in terms of members response online followed by staffroom (M=79.0) and lastly commercial platform (M=32.67). It was deduced from the findings that members across the TESCOM interactive learning platforms do not respond online the same way by participating on the respective interactive platform to which they belong. Therefore, TESCOM should ensure that teachers and students actively engage in online learning platforms for better teaching and learning. |
| first_indexed | 2024-03-12T17:54:59Z |
| format | Article |
| id | doaj.art-dcff592f810c4198b0d3317ec955b050 |
| institution | Directory Open Access Journal |
| issn | 2710-2114 2710-2122 |
| language | English |
| last_indexed | 2024-03-12T17:54:59Z |
| publishDate | 2021-03-01 |
| publisher | ERRCD Forum |
| record_format | Article |
| series | Interdisciplinary Journal of Education Research |
| spelling | doaj.art-dcff592f810c4198b0d3317ec955b0502023-08-02T18:12:41ZengERRCD ForumInterdisciplinary Journal of Education Research2710-21142710-21222021-03-0131374410.51986/ijer-2021.vol3.01.04634Assessment of the Oyo State Teaching Service Commission Interactive Learning Platforms during COVID-19 Lockdown in NigeriaDr Afeez Jinadu0Dr Motunrayo Oyaremi1Dr Modinat Rufai2International Centre for Educational Evaluation, University of IbadanFits Helpline Educational Consult IbadanOyo State Teaching Service Commission IbadanThe study assessed the member response rate to the Oyo state teaching service commission (TESCOM) interactive learning platforms during the COVID-19 lockdown in Nigeria. The study adopted a descriptive survey research design. The sample comprised 3,388 respondents drawn from five online learning platforms (Arts, science, commercial, general and staffroom). Two instruments, Response Rate Factor Questionnaire-Survey monkey (r = 0.83) and participant online direct recording (? = 0.76), were used to collect data at three different intervals. Frequency counts and analysis of variance were used to analyse the data collected. Those online at the time of data collection were 59 (5.2%) for science, 23 (4.3%) for arts, 24 (6.4%) for commercial, 84 (7.4%) for general study and 96 (48.5%) in the staff room platform. A significant difference in member response rate was observed across the learning platforms [F(4,10) = 4.374; p= 0.027< 0.05]. Bonferroni post hoc analysis shown by mean plot revealed that general studies platform had the highest mean score (M=169.0) in terms of members response online followed by staffroom (M=79.0) and lastly commercial platform (M=32.67). It was deduced from the findings that members across the TESCOM interactive learning platforms do not respond online the same way by participating on the respective interactive platform to which they belong. Therefore, TESCOM should ensure that teachers and students actively engage in online learning platforms for better teaching and learning.https://pubs.ufs.ac.za/index.php/ijer/article/view/671assessmentinteractivelearninglockdonwplatform |
| spellingShingle | Dr Afeez Jinadu Dr Motunrayo Oyaremi Dr Modinat Rufai Assessment of the Oyo State Teaching Service Commission Interactive Learning Platforms during COVID-19 Lockdown in Nigeria Interdisciplinary Journal of Education Research assessment interactive learning lockdonw platform |
| title | Assessment of the Oyo State Teaching Service Commission Interactive Learning Platforms during COVID-19 Lockdown in Nigeria |
| title_full | Assessment of the Oyo State Teaching Service Commission Interactive Learning Platforms during COVID-19 Lockdown in Nigeria |
| title_fullStr | Assessment of the Oyo State Teaching Service Commission Interactive Learning Platforms during COVID-19 Lockdown in Nigeria |
| title_full_unstemmed | Assessment of the Oyo State Teaching Service Commission Interactive Learning Platforms during COVID-19 Lockdown in Nigeria |
| title_short | Assessment of the Oyo State Teaching Service Commission Interactive Learning Platforms during COVID-19 Lockdown in Nigeria |
| title_sort | assessment of the oyo state teaching service commission interactive learning platforms during covid 19 lockdown in nigeria |
| topic | assessment interactive learning lockdonw platform |
| url | https://pubs.ufs.ac.za/index.php/ijer/article/view/671 |
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