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Igwebuike, Kujoh & Ayuk                                                                                                     13 

 

E-LEARNING FACILITIES AND IMPLEMENTATION OF 

EDUCATIONAL TECHNOLOGY CURRICULUM IN COLLAGES OF 

EDUCATION IN CROSS RIVER STATE, NIGERIA 

 

Osedumme Igwebuike (PhD) 

Department of Curriculum and Teaching University of Calabar, 

Cross River State, Nigeria. 

osedumme83@gmail.com  or 

osedumme_igwebuike@yahoo.com  

 07062806398  

& 

Jude Ubuh Kujoh 

Department of Continuing Education and Developmental; Studies,   

University of Calabar, 

Cross River State, Nigeria 

Judekujoh123@gmail.com  

08039270815 

& 

Godwin Omah Ayuk 

Department of Environmental Education    

University of Calabar, 

Cross River State, Nigeria 

ayukomah@yahoo.com  

07037824793 

 

Abstract 

This study investigated the influence of e-learning facilities on educational 

technology curriculum implementation in Colleges of education in Cross River 

State, Nigeria. To achieve the purpose of the study, a research questions were 

posed and a null hypotheses formulated and tested at 0.05 level of significance. 

Review of literature was carried out according to the variables of the study. The 

study adopted the ex-post facto research design. The sample of the study 

compromise one hundred and eighty-one students (181) from year two in 

College of Education Akamkpa and College of Education Obudu, all in Cross 

River State. The instrument for data collection was a 15 item structured 

questionnaire developed by the researcher. The instrument was titled “E-

learning facilities and educational technology Curriculum Implementation in 

Tertiary Institutions Questionnaire (EFEDTCITIQ)”. Simple linear regression 

analysis was used to analyze the hypothesis. The findings of the study revealed 

that there is a significantly influence of e-learning facilities on educational 

technology curriculum implementation in colleges of education in Cross River 

State Nigeria. It was recommended that the government and school 

administrators should provide computers and other ICT facilities in the schools 

to aid students in learning and research. There is equally the need for modern 

mailto:osedumme83@gmail.com
mailto:osedumme_igwebuike@yahoo.com
mailto:Judekujoh123@gmail.com
mailto:ayukomah@yahoo.com


EVAIA: International Journal of Ethics and Values, Vol. 2 No. 1, December 2021 (ISSN: 2787-0448) 

 

Igwebuike, Kujoh & Ayuk                                                                                                     14 

 

technology in learning such as the use of interactive board in different faculties 

in the institutions to aid learning processes. Also the government and school 

administrators should make sure there is constant power supply (electricity) in 

the institution to power the e-learning facilities such as computers and its 

accessories. 

Keywords: E-learning, facilities, curriculum implementation, educational 

technology, Colleges of education, Cross River State. 

 

Introduction 

In the contemporary era the role of technology has been a powerful instrument 

in the advancement of industrialization as well as enhancement of efficiency. 

The vast opportunities created by technological revolution plays a fundamental 

role in improving the quality of working facilities, providing efficient 

humanitarian support and assisting the education sector in the protection of 

educational core values and standard (Ivowi, 2004). 

 

With reference to curriculum implementation which is all about putting into 

practice (implementation) all the learning experience prescribed by the 

institution, E-learning facilities could play a crucial role in actualizing this 

objective. Electronic learning (e-learning) may involve the use of mobile 

technologies such as, personal digital assistance (phone or handled personal 

computers), MP3/MP4 players and also include the use of web-based teaching 

materials such as rooms or website discussion, collaborative software, blogs, 

wikis, text-chart computer aid assistant, educational animation, simulation, 

games, learning management software, and so opn (Ogunsola, 2005). An E-

learning facility has become increasingly popular learning approach in higher 

educational institutions due to vast growth of internet technology. It directly 

improves student’s performance in general Rodgers (2008).  

 

E-learning is the act of taking a coupe online using a modem, wireless, or cable 

connection to access academic course materials from a computer, phone or 

other devices. Bermejo, (2005), E-learning centers on the intersection of 

education, teaching, and learning with ICT. Okoro, (2000) defined E-learning 

as education that uses computerized communication systems as an environment 

for communication, the exchange of information and interaction between 

student and instructors. 

 

Computer-Assisted Learning (CAL) is presently an important element in the 

process of teaching and learning in our tertiary institutions (Ogunsola, 2005). 

Computer usage allows more flexible (asynchronous) and more personalized 

learning. It offers new methods of delivering subject at all education level. 

Examples of these computers include broad band services, interactive boards 

and so on. Notwithstanding the availability of these new e-learning 

technologies in most of our tertiary institutions, without the availability of 



EVAIA: International Journal of Ethics and Values, Vol. 2 No. 1, December 2021 (ISSN: 2787-0448) 

 

Igwebuike, Kujoh & Ayuk                                                                                                     15 

 

electricity these facilities cannot be used even when available. 

 

The application of interactive whiteboard is one example of technology use in 

the classroom because of its ability to improve the teaching-learning 

experience by providing useful means to interact with the electronic content and 

learning context (Campbell, 2010). An interactive whiteboard allows 

information exchange between the computer, on one hand and the teacher and 

his students, on the other hand through screen touch. An interactive whiteboard 

offers both teacher and student a wide range of multimedia that enable them to 

activate the written text, still images and authentic materials on the Internet by 

using PowerPoint presentations, audio and video in an exciting way in the 

classroom, (Silva & Cruz, 2008). An interactive whiteboard is used in the 

classroom because of its ability to use attractive presentation, colors in the 

display monitor, and impressive signs on students' responses. It also makes a 

balance between the different learning styles, whether audio, visual, or motor 

by choosing certain tools to promote each other on the screen. 

 

Electricity is a form of energy usually carried by wires or supplied by batteries 

used to power machines and computing, communications, lighting, and heating 

device (Wikipedia). E-learning facilities are and can be accessed but cannot be 

used without the availability of Electricity. The lack of electricity at schools is 

unfortunate, because of the multiple services it can provide in the classroom. 

Lighting can enable classes to be taught early in the morning or late at night. 

Electricity access facilitates the introduction of ICTs into the classroom such as 

computers and televisions. Electrified schools can enable principals to recruit 

and retain better qualified teachers, and have been correlated with 

improvements on both test scores and graduation rates. As one study states, 

electricity ‘'allows the access of lower-income people to lighting, 

communication, as well as a variety of educational delivery opportunities A 

major impact of electrification has been reducing illiteracy and improving the 

quality of education, Isangideghi (2003). The IT Network is a background of 

the modem learning environment and when power is interrupted, nobody earns 

a passing grade Mitch, (2019). The power crisis imparts both teachers and 

students, limiting their ability to fully engage in the digitally enabled 

educational environment, leaving in many cases, the educational process to rely 

on archaic method or system Rankin (2019). 

 

Today, technology is a tool used to remove geographical barriers and facilities 

everybody uses to learn anytime and anyway without the presence of the 

lecturer Dorcas (2003). The main purpose of e-learning facilities is to increase 

accessibly of education and reducing cost time as well as improving student’s 

performance. Therefore, the survival of environmental education student in the 

21st century will increasingly rely on various forms of electronic facilities that 

are in available in market as requirement for educational flexibility It is on this 



EVAIA: International Journal of Ethics and Values, Vol. 2 No. 1, December 2021 (ISSN: 2787-0448) 

 

Igwebuike, Kujoh & Ayuk                                                                                                     16 

 

basis, this study seek to investigate the influence of E-learning facilities and 

academic performance of environmental education students. 

        

Successful curriculum implementation need the knowledge of the correlation, 

responsibilities of stakeholder within the institutions. This concept of 

implementation has to do with operationalization of a good ideas and theories 

in educational development. That is to say that to implement involve putting 

into action ideas or theories. Mezieobi (2003), sees implementation to be ways 

of transforming agreed educational plans proposal, idea decisions and policies 

into actualization. According to Mezieobi (2003), success or failure could be 

the end product of any conceived plan. Implementation when not obtainable, a 

plan will only remain a wish or rather intention. On one hand, curriculum within 

a school system is viewed as planned learning experiences given to students in 

school. Enukoha, Umoren and Esu (2004), sees curriculum to be the whole 

learning experience a student is given been guided by a teacher. Offorma 

(2005), opined that curriculum has three basic parts: “programme of studies, 

programme of guidance and programme of activities”. Curriculum is hence the 

guide or instrument the schools employs in translating, hope as well as societal 

values to desired reality or outcome.  

 

Garba (2004) sees implementation of curriculum as transmitting curriculum 

from paper to field towards achieving of the desired goal of designed 

curriculum. Okebukola (2004) stated that curriculum implementation has to do 

with translation of aims of the curriculum from paper to practice.  It has to do 

with the level of curriculum process when within of learning processes, tutors 

and students been involved are at work geared towards enhancing learning. It 

involves the interactive phase of curriculum process that occurs within 

classroom in agreement with the teachers, students, school administrators as 

well as parents. It involved the use of physical equipment’s in addition to the 

good teaching techniques. The curriculum implementation is bedrock of its 

scientific, economic, political as well as technological wellbeing of societies. 

And of cause, it is often said that societies don’t rise above the system 

educational standard.  

 

However, the main challenge of Nigerian educational system is how to put into 

practice the well-intended as well as articulated curriculum through feasibility 

as well as full-scale commitment in implementation. In agreement with the 

above statement, Mezieobi (1993) stated that within Nigeria, many curriculum 

proposals have remained virtually inert and never put into use. That is to say 

that, any curriculum could be well articulatd but remain useless if 

implementation is not well effected. “No matter how well formulated a 

curriculum may be, its effective implementation is a sine qua non toward 

achieving the desired goals of education, this is because the problem of most 

programmes arises at the implementation level, acknowledging this, Mkpa 



EVAIA: International Journal of Ethics and Values, Vol. 2 No. 1, December 2021 (ISSN: 2787-0448) 

 

Igwebuike, Kujoh & Ayuk                                                                                                     17 

 

(2005) stated that in Nigeria, it is at the implementation stage that many 

excellent curriculum plans and other educational policies are marred, giving 

reasons for the failure of curriculum in Nigeria, Mezieobi (1993) stressed that 

curriculum with all its well-conceived goals is failing, largely as a result of 

implementation dormancy or fault” (P;99). This challenges is volatile, taking 

up a level of national as well as institutional practices within Nigerian system 

of education. More so, Izuagba and Atuobi (2009), opined that the more 

complex of the Nigerian society is now resulted from social as well as cultural 

changes an equally has different effect on implementation of curriculum 

especially at the tertiary level. That is to say that, Nigeria tertiary educational 

institution had is grossly unable to satisfied the man power require for societal 

development and growth. Consequently, Izuagba and Atuobi (2009) stated that 

within last twenty years, graduate of Nigeria tertiary institutions are so highly 

deficient in practical as well as professional skills by employers of labour within 

public and private own industries.  

 

Educational technology is a programme of study in our tertiary institutions. The 

term educational technology has to do with technology in education. It is the 

type of education that concerns itself with the use technology as a tool to 

enhance effective teaching and learning process across all subject areas. Richey 

(2008) posited that educational technology is the study and ethical practice of 

facilitating learning and improving performance by creating, using and 

managing appropriate technological processes and resources and aids to 

improve the progress of human learning. Faizi, Shakil, and Sidra-tul-Muntaha 

(2013) view educational technology as a system in education in which 

machines; materials, media, men and methods are inter-related and work 

together for the fulfillment of specific educational objective.  

 

There are different types of e-learning facilities used in our educational 

technology department that enhances learning processes, these includes; 

PowerPoint presentations, calculators, interactive board, computer, TV and 

internet and so on. Through educational technology students develop a wider 

range of knowledge and understanding of concepts for higher productivity 

through improved learning processes.   

 

Educational Technology in our institutions is therefore concerned with 

designing the system as a whole, identifying aims and objectives, planning the 

learning environment, exploring and structuring the subject matter, selecting 

appropriate teaching strategies and learning media, evaluating the effectiveness 

of the learning system and using the insights gained from evaluation to improve 

that effectiveness for the future (Ololube, 2006) 

 

 

 



EVAIA: International Journal of Ethics and Values, Vol. 2 No. 1, December 2021 (ISSN: 2787-0448) 

 

Igwebuike, Kujoh & Ayuk                                                                                                     18 

 

Theoretical framework 
This study is anchored of the following theories: 

1. Lave and Wenger Situated learning theory (1991) 

2. Jerome Bruner’s constructivist theory of learning (1966) 

 

1. Lave and Wenger Situated learning theory (1991) 

Situated learning theory was postulated by Lave and Wenger (1991). They 

theorized that learning as it normally occurs is a function of the activity, context 

and culture in which it occurs (it is situated). This contrasts with most classroom 

learning activities which involve knowledge which is abstract and out of 

context. Social interaction is a critical component of situated learning as 

learners become involved in a community of practice which embodies certain 

beliefs and behaviors to be acquired. As the beginner or newcomer moves from 

the periphery of this community to its center, they become more active and 

engaged within the culture and hence assume the role of expert or old-timer. 

Furthermore, situated learning is usually unintentional rather than deliberate. 

 

Other scholar has developed this theory of situated learning. Researchers like 

Brown, Collins and Duguiid (1989) stated that the concept as cognitive 

apprenticeship: Cognitive apprenticeship supports learning in a domain by 

enabling students to acquire, develop and use cognitive tools in authentic 

domain activity. Learning, both outside and inside school, advances through 

collaborative social interaction and the social construction of knowledge, 

Brown et al (1989) equally acknowledged the need for a new epistemology for 

learning - one that emphasizes active perception over concepts and 

representation.  

 

The implication of this theory to this present study, is that it clearly explained 

that for there to be effective implementation of curriculum in the higher 

institutions and indeed by extension the general public, the environment and 

indeed culture has a role to play in influencing the students to imbibe the culture 

of sustainability that is in practice or otherwise may be misled making the aim 

of the programme ineffective. Therefore “Social interaction is a critical 

component of situated learning whereby learners become involved in a 

community of practice which embodies certain beliefs and behaviors to be 

acquired”. The theory is effective in understanding and explaining some 

variables under study which is e-learning which enhances students’ academic 

performannce. This is so because the practices of a place has a way of shaping 

the attitude and behavior of a new comer toward adopting a concept. 

 

2. Jerome Bruner’s constructivist theory of learning (1966) 

The theory proposed by Jerome Bruner (1997).; Bruner introduced the concept 

of learning by discovery. Bruner is of the view that learning is effectively 

engaged in, if the learner is given the opportunity to discover facts by 



EVAIA: International Journal of Ethics and Values, Vol. 2 No. 1, December 2021 (ISSN: 2787-0448) 

 

Igwebuike, Kujoh & Ayuk                                                                                                     19 

 

him/herself. Bruner argues that mere presentation of information will not 

enhance effective solution of a problem. The theory stresses cognitive 

effectiveness. Because of this, some referred to Bruner’s theory of learning as 

Bruner’s theory of cognitive development.  

 

According to Bruner such inconsistencies lead to intellectual discomfort that 

will stimulate (i.e. motivate) the students to initiate individual discoveries 

through cognitive restructuring (i.e. internal reorganization). The intellectual 

discomfort created by the inconsistencies makes the learner to attempt to bring 

order out of this confusion by engaging in mental processes i.e. discovery 

activities which involve observation, hypothesizing, measuring, stating 

problem, data collection, classifying, inferring, and so on. Through mental 

processes, the student can generate facts from his/her desperate experiences. 

Experiences gained during the mental processes enable the students to sense 

the disparity.  

 

According to Bruner there are two forms of discovery processes which are- 

Assimilation and Accommodation. Assimilation occurs when a student 

recognizes a new situation that is familiar to one of the elements in the existing 

structure of knowledge (i.e. cognitive structure) and he/she easily assimilates 

it. Accommodation is when a new situation (i.e. a new knowledge) is 

incompatible to the existing structure of knowledge (i.e. cognitive structure) 

the learner first restructures (i.e. reorganizes) his/her cognitive framework (i.e. 

cognitive structure) in order to be able to accommodate the new knowledge. 

According to Bruner (1966), students should find out information on their own 

using mental processes. The theory places great emphasis on the three types of 

human activity for learning i.e. the three information processing systems which 

are: Physical activity (motor activities) called Enactive representation, Imagery 

called Ionic representation and Symbolic activities.  

 

The three activities coexist with each other and for this reason; the attainment 

of one does not mean the total abandonment of the others. At enactive stage, 

the child manipulates the learning materials directly by neuro muscular 

activities. At ionic stage, the child deals with mental images of objects, but does 

not manipulate them directly. At symbolic stage the child uses language. The 

interpretation of the above is that when a child, at secondary school level shows 

deficiencies in his/her learning capacity especially in symbolic representation, 

it could be that he/she was deficient in early stages (i.e. enactive and ionic 

stages) which he/she skipped. It is therefore necessary to fill in the missing gap 

by providing concrete support that will make up for the deficiency. Discovery 

learning, when encouraged in science instruction also aids problem solving 

because learning by discovery stalls with problem solving (Aknmoyewa, 1992). 

Discovery learning also stimulates creativity in the student, which is one of the 

major objectives of science teaching/learning. 



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Igwebuike, Kujoh & Ayuk                                                                                                     20 

 

The theory is related to this study because it helps the learners in interpreting 

information in a simple and language they understand to peers for readily 

assimilation and make them better participant of the course. It also highlights 

the facts that the knowledge of e-learning facilities is exponential and can be 

acquired through past knowledge. It emphasis is on the active involvement of 

student in constructing knowledge for themselves and building new knowledge 

and past experiences. 

 

E-learning and curriculum implementation 

The major objective of education is growth of skill and knowledge for students. 

Therefore education is all about learning as well as knowing, that is never gotten 

only in institution of learning and or books. Education so useful in the life of 

people.  Modern society can only be enhanced through education. The 

usefulness of education is witnessed in the whole level of education both at 

primary, secondary, high secondary as well as in tertiary institutions which 

universities happen to be the main institutions which provide higher education.  

 

Today, technology is a tool used to remove geographical barriers and facilities 

everybody uses to learn anytime and anyway without the presence of the 

lecturer (Dorcas, 2003). The main purpose of e-learning facilities is to increase 

accessibly of education and reducing cost time as well as improving student’s 

performance. Therefore, the survival of  student in the 21st century will 

increasingly rely on various forms of electronic facilities that are in available in 

market as requirement for educational flexibility It is on this basis, this study 

seek to investigate the influence of E-learning facilities and academic 

performance of environmental education students. 

 

Access to computers in schools may improve student outcomes in several ways. 

Computer software has the potential to provide self-paced instruction that is 

typically difficult to achieve in group instruction (Koedinger et al 2000). 

Likewise, the content of instruction may be individualized to the strengths and 

weaknesses of the student. Because students can use instructional programs 

without the direct supervision of a teacher, ICTs and computer aided instruction 

hold the promise of increasing the overall amount of instruction that students 

receive (Cuban 1993 and Barrow, Markman, and Rouse 2009), while still 

allowing parents and teachers to monitor student progress. Computers, the 

Internet, software and other technologies, because of their interactive nature, 

may engage school children in ways that traditional methods cannot (Cuban 

2003) 

 

Bajoolvand, et al. (2014) identified the impact of interactive whiteboard use on 

reading comprehension of (14-15) year-old students who were learning English 

as a foreign language. Results showed a significant difference between the 

performance of the experimental group students in reading comprehension and 



EVAIA: International Journal of Ethics and Values, Vol. 2 No. 1, December 2021 (ISSN: 2787-0448) 

 

Igwebuike, Kujoh & Ayuk                                                                                                     21 

 

the performance of their peers in the control group in favour of the experimental 

group that was taught via the use of interactive whiteboard. Besides, there was 

an impact of the interactive whiteboard that encouraged students to be fully 

engaged in the lesson and raised their enthusiasm and motivation. 

 

Moronfola (2004) carried out a research in Ilorin Local Government Area of 

Kwara State. The researcher used questionnaires to collect data on the 

availability of electricity, related these to students’ achievements in each of the 

selected subjects and to the amount of resources available for the teaching of 

the subjects. Finding showed a significant effect of electricity availability on 

the student’s academic performance. Electricity allows for them to read in the 

night than the use of rechargeable lamps which also depends on energy to get 

functioning. 

 

Adeyemi (2000) studied the effect of utilization of instructional materials in 

teaching literary classes in Kwara State and found out that such materials as 

projecting material, radio and television contributed to real understanding. The 

unfortunate thing is that they are not readily used by the teachers and also 

lecturers due to the unavailability of light and this tends to affects the academic 

performances of the students. The results obtained from the study shows that 

lectures carried out using learning facilities such as Interactive board and 

computers helps in the development of manipulative skills which in turn 

increases the performance of the students. 

 

E-learning have been an indispensable tool in global educational system which 

has plunged many educationist, academia's, collegiate and college of allied 

educators into various researches on the effect of these facilities and the 

academic performance of students. Imperatively from the literature reviewed, 

the researcher centres on the positive influence of the utilization of e- learning 

facilities on students and their academic performances. That the students have 

laudable access to many research materials and tutorials at ease that improve 

and enhances their profoundness of their academic knowledge as well as their 

information retrieval. 

     

RESEARCH METHODOLOGY 

 

Population of the study 

The study population is made up the whole students of curriculum and 

teaching/educational technology in the colleges of education in Cross River 

State 2018/2019 academic year. These include, College of Education Akamkpa 

and College of Education Obudu.  The selected departments have a total 

population of five hundred and seventy (570) students. 

 

 



EVAIA: International Journal of Ethics and Values, Vol. 2 No. 1, December 2021 (ISSN: 2787-0448) 

 

Igwebuike, Kujoh & Ayuk                                                                                                     22 

 

Sample 

The sample compromises of one hundred and eighty year one students of 

curriculum and teaching/educational technology department across, College of 

Education Akamkpa and College of Education Obudu. 

 

Research questions 

A research questions wear raised to give direction to this study as follows: 

1. How does E-learning facilities (in terms of computers, interactive board, 

and electricity) influences the educational technology curriculum 

implementation in colleges of education in Cross River State?  

 

Research hypotheses 

A research hypothesis was subsequently formulated to give answer to the 

research questions. It is stated as thus: 

1 There is no significant influence of E-learning facilities (in terms of 

computers, interactive board, and electricity) on the educational 

technology curriculum implementation in colleges of education in Cross 

River State. . 

 

Data analysis 

In this section, each of the hypotheses of the study was re-stated, and the 

statistical analysis carried out to test it using simple regression analysis. It is 

presented and interpreted. Each of the hypotheses was tested at 0.05 level of 

significance. 

 Ho: 1 There is no significant influence of E-learning facilities (in terms of 

computers, interactive board, and electricity) on the educational technology 

curriculum implementation in colleges of education in Cross River State. Result 

of the analysis is presented in Table 1.    

TABLE 1 

Simple regression analysis of the influence of E-learning facilities (in terms of 

computers, interactive board, and electricity) on the educational technology 

curriculum implementation in colleges of education in Cross River State 

Variable  R R2 Adj. 

R2 

Std. 

Error 

Computer 

application 
.210a .044 .043 4.13545 

Source of variation  SS Df MS F Sig. 

 

Regression 537.960 1 37.960 31.456 .000b 

Residual 11629.313 179 21.102   

Total 12167.273 180    

         *significant at .05 level. 

 

 From table 2 above the analysis showed that the Adj R2 is 0.043. This 

implies that 4.3% of the variance in the dependent variable (Educational 



EVAIA: International Journal of Ethics and Values, Vol. 2 No. 1, December 2021 (ISSN: 2787-0448) 

 

Igwebuike, Kujoh & Ayuk                                                                                                     23 

 

technology curriculum implimentation) could be accounted for by E-learning 

facilities (in terms of computers, interactive board, and electricity) in the 

colleges of education in Cross River State. However, though the percentage 

contribution is small, a cursory look at the table showed F=31.456 (at p<.05). 

Since p (.000) is less than p(.05), it implies that there is a significant influence 

of E-learning facilities (in terms of computers, interactive board, and electricity) 

on the educational technology curriculum implementation in colleges of 

education in Cross River State. Hence the null hypothesis is rejected. 

        

Discussion of findings 

 

E-learning facilities and implementation of Educational technology 

curriculum  

The result of hypothesis five showed that there is a significant influence of E-

learning facilities (in terms of computers, interactive board, and electricity) on 

the educational technology curriculum implementation in colleges of education 

in Cross River State 

 

This above stated conclusion is in line with the work of Agil and Ahmad (2011), 

who stated that the computer is a system that allows for the storage of 

information in files or documents. It carries various information and services 

such as Electronic mails, online chat, file transfers, the interlinked web pages 

and other documents of the world wide web (WWW). Thus, the advent of 

computer has heralded the emergence of a new form of knowledge production 

distribution in the soft form. Most of the research on technology in schools 

indicates that computers have had little effect on teaching practices or 

classroom activities.  

 

Dhindsa & Emran (2006) also compared between the university students' grades 

in the pre and post tests after the study of six lessons in chemistry using or not 

using the interactive whiteboard. Results revealed statistically significant 

differences between students' grades in both groups in favour of the group that 

was taught via the interactive whiteboard. Galtin (2007) investigated the results 

of interactive whiteboard use in teaching mathematics, English, and science to 

pupils in grades four, five, and six respectively. Results asserted the fact that 

the performance of students in the three experimental groups who were taught 

via interactive whiteboard was better than their peers' performance that were 

taught without using the interactive whiteboard. 

 

In the same manner, Moronfola (2004) carried out a research in Ilorin Local 

Government Area of Kwara State. The researcher used questionnaires to collect 

data on the availability of electricity, related these to students’ achievements in 

each of the selected subjects and to the amount of resources available for the 

teaching of the subjects. Finding showed a significant effect of electricity 



EVAIA: International Journal of Ethics and Values, Vol. 2 No. 1, December 2021 (ISSN: 2787-0448) 

 

Igwebuike, Kujoh & Ayuk                                                                                                     24 

 

availability on the student’s academic performance. Electricity allows for them 

to read in the night than the use of rechargeable lamps which also depends on 

energy to get functioning. 

 

Conclusion 

With reference to the results of this research work result a conclusions were 

reached that that there is a significant influence of E-learning facilities (in terms 

of computers, interactive board, and electricity) on the educational technology 

curriculum implementation in colleges of education in Cross River State. 

 

Recommendations   

Based on the conclusion of the study, the following recommendations were 

made:    

1. .The government and school administrators school provide computer 

and ICT facilities in the school to aid students in research  

2. There is need for modern technology in learning such as the use of 

interactive board in different faculties in the university to aid learning 

processes  

3. As a matter of urgency government and school administrators should 

make sure there is constant power (electricity) in the institution as its 

importance in immeasurable.   

 

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Esu, A. E. O., Enukoha, O. I. & Umoren, G. U. (2006). Curriculum  

development in Nigeria for colleges and universities. Calabar: Media 

Mark Associates. 

Faizi, W., Shakil, A., & Sidra-tul-Muntaha (2013). The Effects of Using 

 Educational  Technology in Private Secondary Schools of Karachi, 

Pakistan. International Journal of academic research in Business and Social  

 Sciences, 3(4), 163-171.  

Garba, M. (2004). The critical role of educational resources on curriculum 

 implementation. In Noah, A. O.K., Shonibare, D.O., Ojo, A.A. & 

Olujuwon, T.  (eds).  Curriculum implementation and  professionalizing 

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Ivowi, U.M.O. (2004). Curriculum implementation: Implications for schools 

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Izuagba; A. C. & Atuobi, A. O. (2009). Quality education through innovation: 

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Igwebuike, Kujoh & Ayuk                                                                                                     25 

 

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