Table of Contents
Abstract. 2
CHAPTER ONE.. 6
INTRODUCTION.. 6
1.1 Background to the Study.. 6
1.2 Statement of the Problem... 8
1.3 Objectives of the Study.. 9
1.4 Research Questions. 9
1.5 Research Hypothesis. 10
1.6 Significance of the Study.. 10
1.7 Scope of the Study.. 11
1.8 Limitations of the Study.. 11
1.9 Organization of the Study.. 11
CHAPTER TWO.. 14
REVIEW OF RELATED LITERATURE.. 14
2.1 Introduction.. 14
2.2 Theoretical Review.. 14
2.3 Conceptual Review.. 16
2.4 Empirical Review.. 19
2.5 Summary of Literature Review.. 21
CHAPTER THREE.. 22
RESEARCH METHODOLOGY.. 22
3.0 AREA OF STUDY.. 22
3.5 ETHICAL CONSIDERATIONS.. 25
3.6 LIMITATIONS.. 25
3.7 CONCLUSION.. 25
CHAPTER FOUR.. 27
DATA ANALYSIS AND INTERPRETATION.. 27
4.1 Preamble.. 27
4.2 Socio-Demographic Characteristics of Respondents. 27
TABLES BASED ON RESEARCH QUESTIONS.. 30
4.3 Analysis of the Respondents’ Views on Research Question one:. 30
4.4 Testing Hypothesis. 37
Discussion of Findings. 39
CHAPTER FIVE.. 42
SUMMARY CONCLUSION AND RECOMMENDATION.. 42
5.1 SUMMARY.. 42
5.2 CONCLUSION.. 43
5.3 RECOMMENDATION.. 46
REFERENCES.. 48
APPENDIX Title: Detailed Research Questionnaire.. 50
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Google Classroom, a virtual learning environment developed by Google, has revolutionized the landscape of education worldwide, including tertiary education in Nigeria. With the rapid advancement of technology, traditional classrooms are increasingly being supplemented or even replaced by digital platforms like Google Classroom. This shift has not only facilitated more accessible and efficient learning but has also brought about significant changes in teaching methodologies and student engagement strategies. In Nigeria, where tertiary education faces numerous challenges such as limited infrastructure and inadequate resources, the integration of Google Classroom offers promising prospects for enhancing the quality and accessibility of education. Adekunle, T., & Oke, M. O. (2021).
The adoption of Google Classroom in Nigerian tertiary institutions marks a significant advancement in the country's educational sector. By providing a centralized platform for course materials, assignments, discussions, and feedback, Google Classroom streamlines the learning process, making it more organized and accessible to both students and educators. Moreover, its compatibility with various devices and internet connectivity options addresses the digital divide prevalent in Nigeria, ensuring that students from diverse backgrounds can participate in online learning initiatives. This technological leap signifies a departure from traditional teaching methods towards a more inclusive and technologically-driven educational ecosystem Nwachukwu, P. A., & Onyedikachi, N. (2020).
Furthermore, Google Classroom fosters collaborative learning experiences, enabling students to interact with peers and instructors beyond the confines of physical classrooms. Through features like real-time document sharing, group discussions, and virtual office hours, students can actively engage with course content and seek assistance whenever needed, irrespective of geographical barriers. This collaborative approach not only enhances knowledge retention but also cultivates critical thinking, problem-solving, and communication skills among Nigerian tertiary students, essential competencies for success in the modern workforce. Abdullahi, A., & Oyewusi, F. (2019).
As Nigeria strives to keep pace with global educational standards and adapt to the demands of the digital age, the integration of Google Classroom signifies a promising step towards achieving these objectives. However, successful implementation requires addressing infrastructural challenges, ensuring adequate training for educators, and promoting digital literacy among students. Through strategic partnerships between educational institutions, government agencies, and technology providers, Nigeria can harness the full potential of Google Classroom to revolutionize tertiary education, fostering innovation, excellence, and inclusivity in the process. Agunloye, O. O., & Olofinnade, A. J. (2020).
1.2 Statement of the Problem
Despite the promising potential of Google Classroom in advancing tertiary education in Nigeria, several challenges impede its effective implementation and utilization. One critical issue is the lack of reliable internet infrastructure across the country, particularly in rural and underserved areas, hindering access to online learning platforms like Google Classroom. Additionally, there is a notable digital skills gap among both educators and students, limiting their ability to navigate and leverage the features of Google Classroom effectively. Without addressing these challenges, the full benefits of integrating Google Classroom into Nigerian tertiary education may remain unrealized, exacerbating disparities in access to quality education and inhibiting academic progress. Ojo, A. O., & Oni, A. A. (2021).
Moreover, the issue of digital inequality extends beyond connectivity and skills to encompass disparities in device ownership and affordability, further marginalizing certain segments of the student population. The reliance on digital platforms like Google Classroom necessitates access to appropriate devices such as laptops, tablets, or smartphones, which may be prohibitively expensive for many Nigerian students. Consequently, the unequal distribution of resources exacerbates educational inequalities, undermining efforts to democratize access to tertiary education and bridge the digital divide in the country. Yusuf, M. O., & Adebayo, O. (2019).
1.3 Objectives of the Study
The main objective of the study is to examine Google Classroom and Advancement in Tertiary Education in Nigeria. Specific objectives of the study are:
- 1. To assess the impact of Google Classroom on student engagement in Nigerian tertiary institutions.
- 2. To evaluate the effectiveness of Google Classroom in facilitating collaborative learning in Nigerian tertiary education.
- To investigate the challenges and opportunities associated with implementing Google Classroom in Nigerian tertiary education.
1.4 Research Questions
To guide the study and achieve the objectives of the study, the following research questions were formulated:
- How does the use of Google Classroom compared to traditional methods affect student participation and interaction in courses at Nigerian universities?
- To what extent does Google Classroom promote collaborative learning activities among students in Nigerian tertiary institutions compared to non-technology-assisted methods?
- What are the main barriers and facilitators for the adoption and successful use of Google Classroom by educators and students in Nigerian universities, considering factors like access to technology, internet connectivity, and faculty training?
1.5 Research Hypothesis
The following research hypothesis was developed and tested for the study:
Ho: There is no statistical significant relationship between Google Classroom and Advancement in Tertiary Education in Nigeria.
1.6 Significance of the Study
The study is important for many reasons. The following are the major stakeholders this paper through its practical and theoretical implications and findings will be of great significance:
Firstly, the paper will benefit major stakeholders and policy makers in the Education sector. The various analysis, findings and discussions outlined in this paper will serve as a guide in enabling major positive changes in the industry and sub-sectors.
Secondly, the paper is also beneficial to the organizations used for the research. Since first hand data was gotten and analysed from the organization, they stand a chance to benefit directly from the findings of the study in respect to their various organizations. These findings will fast track growth and enable productivity in the organisations used as a case study.
Finally, the paper will serve as a guide to other researchers willing to research further into the subject matter. Through the conclusions, limitations and gaps identified in the subject matter, other student and independent researchers can have a well laid foundation to conduct further studies.
1.7 Scope of the Study
The study is delimited to Covenant University. Findings and recommendations from the study reflects the views and opinions of respondents sampled in the area. It may not reflect the entire picture in the population.
1.8 Limitations of the Study
The major limitations of the research study are time, financial constraints and delays from respondents. The researcher had difficulties combining lectures with field work. Financial constraints in form of getting adequate funds and sponsors to print questionnaires, hold Focus group discussions and logistics was recorded. Finally, respondents were a bit reluctant in filling questionnaires and submitting them on time. This delayed the project work a bit.
1.9 Organization of the Study
The study is made up of five (5) Chapters. Chapter one of the study gives a general introduction to the subject matter, background to the problem as well as a detailed problem statement of the research. This chapter also sets the objectives of the paper in motion detailing out the significance and scope of the paper.
Chapter Two of the paper entails the review of related literature with regards to corporate governance and integrated reporting. This chapter outlines the conceptual reviews, theoretical reviews and empirical reviews of the study.
Chapter Three centers on the methodologies applied in the study. A more detailed explanation of the research design, population of the study, sample size and technique, data collection method and analysis is discussed in this chapter.
Chapter Four highlights data analysis and interpretation giving the readers a thorough room for the discussion of the practical and theoretical implications of data analyzed in the study.
Chapter Five outlines the findings, conclusions and recommendations of the study. Based on objectives set out, the researcher concludes the paper by answering all research questions set out in the study.
