Learning Management Systems

This study investigated the effectiveness of flipped classroom models enhanced by Learning Management Systems (LMS) for teaching integrated science at the junior secondary school level in Egor Local Government Area, Edo State, Nigeria. Specifically, the study examined teachers’ perceptions of flipped classroom effectiveness, challenges encountered during implementation, the relationship between teacher characteristics and perceived effectiveness, the extent to which LMS features support implementation, and recommendations for optimizing adoption. A descriptive survey research design employing a mixed-methods approach was adopted. The study reveals that while flipped classroom models enhanced by LMS hold considerable promise for transforming science instruction at the junior secondary level in Nigeria, full realisation of their potential is contingent upon addressing infrastructural deficits, providing technical training for teachers, and developing context-sensitive implementation guidelines. It is recommended that educational stakeholders invest in reliable internet infrastructure, structured LMS training programmes, collaborative teacher planning time, and policy frameworks that promote scalable and equitable integration of technology-enhanced pedagogies in Nigerian secondary education

This study was designed to investigate the Availability and Utilization of ICT Tools for Virtual Learning During Covid 19 Era and Its Impact on Academic Performance. The Simple Random sampling technique was adopted to get a sample size of 101 respondents from the total population of 335 Library and Information Science Students from 100 - 400 Level in the University of Benin as at the 2022/2023 academic session. A well-structured questionnaire was used for data collection. The purpose of the study was aimed at Determining the types of ICT tools used for virtual learning during the COVID 19 era in the University of Benin, Examining the level of availability of ICT tools for virtual learning during the COVID 19 era in the University of Benin, Examining the impact of virtual learning on the academic performance of undergraduates in the university of Benin during the COVID 19 era and Ascertaining the challenges of associated with the use of virtual learning during covid-19 era in the University of Benin. A total of 101 copies of questionnaires were distributed to the respondents and 81 copies were retrieved and found to be usuable, resulting to a 82% response rate. Based on the results, it was recommended that School Administration should be able to provide bandwidth for lecturers so as to be able to teach the students without any interruptions, Most lecturers doesn’t know how to navigate through the computer system to organize virtual classes. The School Administration should be able to train its staff on how to use these ICT tools well, Students and Lecturers should also be disciplined enough to focus in class when they are learning virtually, because virtual learning gives room for distractions and Students should also be able to source for an alternative when it comes to powering their devices as a result of erratic power supply, like getting a power or solar supply