STUDENTS’ PERCEPTION OF THE FACTORS IMPEDING THE USE OF E-LEARNING FOR THE TEACHING AND LEARNING OF INTEGRATED SCIENCE IN THE UNIVERSITY OF BENIN

ABSTRACT

The study investigated students’ perceptions of the factors hindering the use of e-learning for teaching and learning Integrated Science at the University of Benin. Conducted among 110 students from the Department of Curriculum and Instructional Technology in the Faculty of Education, the research aimed to analyze the impact of integrating artificial intelligence (AI) on students' learning experiences. It explored specific areas of learning influenced by AI, assessed perceived benefits and challenges faced by students with AI incorporation, and examined how AI adoption contributes to improved academic performance in Nigerian higher institutions, all discussed in detail in the literature review. Data collection involved administering questionnaires to the targeted students, utilizing mean and standard deviation for data interpretation. A stratified random sampling technique was employed to ensure representation across the Integrated Science course area. The findings highlighted several key points: students perceive e-learning as beneficial for learning Integrated Science, enhancing motivation, information retention, and comprehension of complex topics. Challenges identified included subject complexity, limited technology access, inadequate teacher training on e-learning platforms, and unreliable internet connections, all significant barriers acknowledged by respondents.