CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The utilization of Information and Communication Technology facilities for teaching and learning process became an alternative as almost all the nations of the world faced the challenges of COVID-19 pandemic in the year 2020. This became essential in an effort to observe social distancing as a significant preventive measure to the spread of the deadly virus. Nevertheless, Information and Communication Technology (ICT) has significantly changed education delivery. This is due to the gains connected with the application of Information and Communication Technology in education. This view is supported by Okenwa (2008), who asserted that the application of Information and Communication Technology (ICT) have progressed the development of communication and multimedia devices that are capable of accepting and processing data into information and storing both the data and information for future use and reference purposes. ICT likewise offers opportunities for students and teachers to interact with each other through zoom cloud application technology thus offering a quicker and simpler access to more comprehensive and current information (Chipunza, 2013).
In accordance with the above, zoom cloud technology is a collective, cloud-based video conferencing service providing attributes including online meeting, group messaging service and secure recording of sessions. According to Achibald and Barnald (2018), zoom cloud offers the capacity to communicate in real time with geographically dispersed people through computer system, tablets or mobile devices. Unlike many other technologies, zoom cloud has a variety of extra benefits that improves its potential instructional delivery utility. Braun, Clarke and Grey (2017), opined that an essential benefit of zoom cloud is its capacity to secure record and keep sessions without recourse to third-party software application. Various other essential security functions includes: user-specific authentication, actual time encryption of conferences, and the ability to back up recordings to online remote server network which can just be shared safely for the purpose of collaboration (Davitti, 2019).
Zoom cloud meetings is a very helpful alternative application for virtual conference to facilitate interaction with lots of people without making direct contact and have the ability to support learning demands in today's digital age (Pratiwi, Afandi, & Wahyuni, 2019). This application is used for video conference rather than direct meeting in the classroom. It can be set up with gadgets such as computer system, laptop, android and mobile phone. So for the students that do not have laptop, they can utilize their smart phone to participate in online class. Zoom meeting application is really useful in communicating remotely; all lecturers' explanations can be conveyed directly without needing to meet physically.
Zoom promote discussions between lecturers and students and amongst students with direct interaction with video conference which is sustained by zoom features such as raise hand and group messages, to ensure that if there are issues in sound, the students are helped with the available chat features. Some features in zoom allow the teachers to provide and evaluate four language skills via full interactions with Economics students and deliver the significance of material in different ways (Guzacheva, 2020). Zoom cloud meetings truly aid learning process in difficult situation of the present pandemic and can help with access to information and communication in the learning procedure for students.
Some previous studies about using zoom cloud meeting have been carried out. (Shadat, Sayem, Taylor, Mcclanachan, & Mumtahina, 2017) discovered that in using zoom for distance learning process for Engineering students is more interactive, produces complete fulfillment, provides favorable experiences in learning process. The innovative of zoom enhances much far better learning outcomes for various groups of students. The classroom action research concerning e-learning model with zoom application to enhance the capability of giving strengthening skills in mathematics learning was carried out to the fourth semester students of mathematics education study program Bengkulu University, the result suggested that the lecturer tasks in the teaching learning process with e-learning model with zoom application remained in a great category and the students' activities improved and the ability of giving strengthening skills in mathematics learning likewise increased (Andriyani & Sari, 2020).
Nevertheless, researchers like Crompton (2013) and Cohari (2013) observed that the misapplication of zoom cloud technology in teaching and learning may cause disorientation and cognitive overload that might disrupt learning instead of enhance it. In spite of the shortfalls that may occur from the misapplication of zoom cloud technology and in teaching and learning in Economics classroom, studies by Chipunza (2013), and Mbah (2016), have validated that the use of zoom cloud technology in the class would certainly offer the teachers with a much more efficient method to transfer knowledge and information to students, and allow the students to learn in a much more productive way. Nonetheless, these views are theoretical in nature and have not been proven empirically to be the case amongst Economists in Nigeria. It is against this background that this study sought to investigate the utilization and effectiveness of the zoom app in teaching and learning Economics in tertiary institutions by using University of Lagos (UNILAG) as a case study.
1.2 Statement of the Problem
The problems of education at this time are still many and increasingly complex so that there needs to be an appropriate contribution of thought to overcome these problems. As educators, we should not be able to remain silent in dealing with these problems. Therefore, we can as much as we can overcome the problem either by writing, discussion, or real practice as educators in the teaching and learning process. So it is not just mere conversation but there is a tangible form in the process of learning and teaching. In order to address online learning model, the teacher or lecturer have to master the application model that allows online learning activities. Of course, the application chosen by the teacher has also been mastered by the students, so that the learning process runs smoothly. In addition, another problem that needs attention is that students will also experience difficulties in conducting consultations with teachers, especially in Economics as it is a course that is considered to require deeper explanation and understanding. To overcome this, using the Zoom app to carry out online learning activities that allow lecturers to interact and communicate more effectively becomes necessary. It is on this note that this study seeks to investigate the utilization and effectiveness of the zoom app in teaching and learning Economics in tertiary institutions by using University of Lagos (UNILAG) as a case study.
1.3 Objectives of the Study
The main objective of this study is to investigate the utilization and effectiveness of the zoom app in teaching and learning Economics in tertiary institutions by using University of Lagos (UNILAG) as a case study. However, the specific objectives are:
i) To determine the roles of zoom app in online teaching and learning
ii) To establish the relationship between zoom app online teaching and learning on the academic performance of students.
iii) To understand the effect of zoom app on teaching of Economics
iv) To identify the challenges of using zoom app in teaching and learning
1.4 Research Questions
The followings are considered to be the research questions for this study:
i) What are the roles of zoom app in online teaching and learning?
ii) Is there any relationship between zoom app online teaching and learning on the academic performance of students?
iii) What is the effect of zoom app on teaching of Economics?
iv) What are the challenges of using zoom app in teaching and learning?
1.5 Research Hypotheses
The following statements will be the research hypotheses that will guide this study:
i) There is no significant correlation between zoom app online teaching and learning and academic performance of students
ii) There is no significant correlation between zoom app and teaching of Economics
1.6 Significance of the Study
This research investigates the utilization and effectiveness of the zoom app in teaching and learning Economics in tertiary institutions by using University of Lagos (UNILAG) as a case study. By conducting this study and interpreting the results, the researcher tends to suggest practical conclusions and recommendations for teachers, educationalists, students, and researchers. This study encourages teachers to use such technology and modern strategies when teaching Economics classrooms. Thus, they will reconsider the designing of a lesson plan and integrate technology in teaching Economics. Furthermore, this study helps educationalists to design a curriculum that fosters technology for a better learning experience of Economics students at the university and develop a comfortable environment for the students. Moreover, this research may help students recognize the complexity of the Economics and help them find new ways to recognize their weakness in order to enhance their motivation towards learning. Finally, future researchers and scholars of the field will base their research on this study to improve the means of integrating technology into education to satisfy students’ different needs within the learning environment especially at the University of Lagos (UNILAG).
1.7 Scope of the Study
This study investigates the utilization and effectiveness of the zoom app in teaching and learning Economics in tertiary institutions by using University of Lagos (UNILAG) as a case study. Therefore, this study will be strictly carried out among the Economics students of UNILAG from all levels.
