ATTITUDES TOWARDS VIRTUAL LEARNING AMONG CHILDHOOD EDUCATION UNDERGRADUATES IN KWARA STATE

Abstract

Abstract

Virtual learning is a learning mode that is an alternative to the conventional way of learning. Specifically, in Nigeria, the learning process used to be principally carved around the face-to-face interactions between the lecturers and the learners; however, the outbreak of COVID-19 altered the narrative whereby significant numbers of universities in the country are now practising virtual learning. Against this background, the study investigated attitudes towards virtual learning among childhood education undergraduates in Kwara state. A descriptive research design of survey type was adopted in this study with a population of 911 childhood education undergraduates, out of which a multistage sampling technique was employed to select 455 undergraduates from the population as respondents for the study. A researcher-deigned questionnaire was used for data collection. The questionnaire had a reliability score of α=0.75. The data collected were subjected to descriptive and inferential statistical analysis of frequency, percentage, range, and independent t-tests. The study's findings revealed that childhood education undergraduates in Kwara state have positive attitudes toward virtual learning, and there is no significant difference in the attitudes toward virtual learning among childhood education undergraduates based on school proprietorship. The conclusion was raised that education stakeholders in Nigeria should see virtual learning as the future of the country's education system, and the recommendation was put forward that undergraduates should do more to ensure optimal benefits from the learning mode.