Journal of Education and Learning (EduLearn)
Vol. 15, No. 2, May 2021, pp. 297~302
ISSN: 2089-9823 DOI: 10.11591/edulearn.v15i2.17838

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297

Assessing the impediments to e-learning utilization by higher
institution students
Adekunle Thomas Olutola1, Rafiu Ademola Olatoye2, Olufunke Omotoke Olatoye3
1,2Department of Educational Foundations, Faculty of Education, Federal University, Dutsin-Ma, Katsina State, Nigeria
3Department of Science and Technology Education, Faculty of Education, Olabisi Onabanjo University, Ogun State,

Nigeria

Article Info

ABSTRACT

Article history:

This study assessed the impediments to e-learning utilization by higher
institution students in Katsina State, Nigeria. Survey type of descriptive
research design was used in the study. There were 381 students randomly
selected in four higher institutions. A questionnaire with test-retest reliability
coefficient of 0.88 was used to gather data from the respondents. The
researchers used Frequencies, percentages, means and t-test to analyze the
data collected for the study. Findings revealed that all the fifteen
impediments investigated in this study affect the e-learning utilization by
higher institution students in Katsina State, Nigeria in varying degrees. The
foremost factor is money to purchase e-learning resources followed by
limited electricity supply. Moreover, significant difference was not found in
the impediments to e-learning utilization by higher institution students on the
basis of gender (t=-.796, Df=397, P>0.05) but significant difference was
found in the factors affecting the use of e-learning by students’ of
Universities and Colleges of Education (t=-2.969, P<0.05). It was
recommended that all the identified impediments affecting the e-learning
utilization by higher institution students in Katsina State, Nigeria should be
addressed by the government.

Received Aug 31, 2020
Revised Apr 20, 2021
Accepted May 8, 2021
Keywords:
E-learning
Electricity supply
Empirical analysis
ICT
Money to purchase
Tertiary institution

This is an open access article under the CC BY-SA license.

Corresponding Author:
Olutola, Adekunle Thomas
Department of Educational Foundations
Faculty of Education, Federal University, Dutsin-Ma
PMB 5001, Katsina State, Nigeria
Email: aolutola@fudutsinma.edu.ng; olutolatola@gmail.com

1.

INTRODUCTION
E-learning has become an important instrument that can be used for enhancing educational goals
globally. E-learning is an instrument that can be used to enhance the objectives of ‘Education for All’ which
will increase the literacy and numeracy of the people. It will also assist in the development of our nation in
all ramifications. Through e-learning, learners will be able to carry out research independently and gain more
knowledge and skills in their various disciplines [1]. E-learning covers different approaches, processes and
learning techniques. E-learning can also be described as the use of technologies to enhance the access to
online learning/teaching resources and to provide learners with cooperative surroundings and instruments
which is supported by Web 2.0 applications. Web 2.0 offers a set of instruments and utilities that influence
communication and its social impact [2]. A typical e-learning can be described as an innovative platform that
enhances the learning situation for learners at their own convenient time [3]. Furthermore, Oblinger [4]
defined e-learning as new learning methods in which the interactions among students and lecturers are online
using internet facilities. E-learning is the use of electronic media for a variety of learning purposes that range
Journal homepage: http://edulearn.intelektual.org

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from add-on functions in conventional classrooms to full substitution for the face-to-face meetings by online
encounters [5]. However, e-learning is described as ICTs used to help learners to enhance their learning [6].
According to Suo [7], e-learning is an enhanced and efficient method of learning by utilization of multimedia
and hypermedia technologies. It limits the expenses such as stationary cost consumed by learners every day
in the classroom. Bates [8] and Wang [9] opined that e-learning is an innovative platform that offers students
another learning environment. The technology and internet driven education have led to a paradigm shift in
learning from teacher centeredness through to learner centeredness [10]-[12]. E-learning as opposed to
distance learning refers to all information and communication technologies (ICTs), networks, internet
connectivity and other forms of electronic media that can be used to facilitate teaching and learning [10].
Moreover, Farrel [13] opined that there are common beliefs that ICT can be an essential tool to which can be
used to sustain the education reform agenda in Africa. E-learning in its broadest sense refers to any learning
that is electronically enabled. In a slightly narrower sense, it is learning that is enabled by the application of
digital technologies. Narrowed down further, it becomes any learning that is Web-based or Internet-enabled.
Instruction over the Internet is perceived by many to be a significant breakthrough in teaching and learning
[14], [15]. Liaw [16] defined e-learning based on the summaries of its characteristics. E-learning helps the
tertiary institution students to study while at the same time pursuing their careers [17], [18]. Despite the
numerous merits of e-learning in higher institutions, several challenges are affecting the use of it in the
tertiary institutions.
Thus, Anene [19] investigated the challenges and prospects of e-learning in Nigerian universities.
They discovered that one of the challenges to the use of ICT was inadequate facilities; the learners
complained that Nigerian Universities do not have sufficient e-learning library domain, online interactions
with lecturers and online tests. In addition, the findings of Eze [20] in their study on the utilization of elearning facilities in the educational delivery system of Nigeria: a study of M-University revealed that
attitude of users, inadequate internet facility and inadequate training of partakers affect the successful
adoption of e-learning facilities. Moreover, Aboderin [21] studied revealed that the learners major problems
in using e-learning included inadequate computers, inadequate internet facilities, learners’ inadequate access
to e-learning instruments and tools, costly software and poor power supply. The outcome of study of Chiaha
[22] revealed that about 42.9% of the learners had opportunity to use e-learning tools; some learners have
privilege to use only email and the some impediments to the use e-learning tools by learners include poor
power supply, slow network connectivity, among others. Furthermore, content and infrastructure
development have not been sufficient for successful implementation of e-learning systems [23]. Both the
lecturers and students in Nigerian higher institutions have been facing a lot of problems that make the use of
e-learning not to be effective and efficient. Hence, this study investigated some impediments to the utilization
of e-learning facilities by higher institution learners
Two research questions were raised to guide the study: 1) What are the impediments to e-learning
utilization by higher institution students in Katsina State, Nigeria; 2) What is the ranked order of
impediments to e-learning utilization by higher institution students in Katsina State, Nigeria.
Two research hypotheses were formulated for the study: 1) No significant difference exists in the
impediments to e-learning utilization by higher institution students based on gender; 2) No significant
difference exists in the impediments to e-learning utilization by higher institution students based on
institutions.

2.

RESEARCH METHOD
The researchers adopted the descriptive research design in the study. All the learners in higher
institutions in Katsina State constituted the study population and the target population consisted of all the
students in higher institutions in the state (i.e. two Colleges of Education and two Universities). The
researchers selected three hundred and eighty-one participants using a simple random sampling technique.
Questionnaire titled: “Impediments to E-Learning Utilization Questionnaire” (IEUQ) designed by the
researchers with four-point Likert-type scale and five points was used to collect relevant data for the
participants. Both validity of the instrument was done. The test-test reliability coefficient of 0.88 was
obtained. Frequencies, percentages, means and t-test were used to analyze the data collected at 0.05 alpha
level. The variables that had a mean of 2.5 (Midpoint) and above represented ‘agree’ while mean below 2.5
represented ‘disagree’. It was used to indicate the extent of variability of the participant responses were
determined using standard deviation (SD). A SD that is less than 1.0 shows low variability.

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3. RESULTS AND DISCUSSION
3.1. Answers to research questions
The two research questions raised in this study were answered using frequencies, percentages,
means and standard deviation.
3.1.1. Research question one: What are the impediments to e-learning utilization by higher institution students in
Katsina State, Nigeria.
Table 1 shows that 178 (46.7%) of the respondents strongly agree to item 1 (No money to purchase
e-learning resources), 120 (31.5%) agree, 44 (11.5%) disagree, 18 (4.7%) strongly disagree and 21(5.5%)
respondents did not answer item number 1. There are 88(23.1%) of the respondents strongly agree to item 2
(Skilled manpower is inadequate), 164 (43.0%) agree, 74(19.4%) disagree, 28(7.4%) strongly disagree and
27 (7.1%) respondents did not answer item number 2.

Table 1. Percentages of responses on impediments to e-learning utilization by higher institution students in
Katsina State, Nigeria
S/N
1.
2.
3.
4.
5.
6.

Factors affecting the use of elearning
No money to purchase elearning resources
Skilled manpower is
inadequate
Limited electricity
Lack of training on use of elearning
Appropriate e-learning
software is lacking
Lack of good quality of
education content on elearning

Strongly
agree
178
(46.7%)
88
(23.1%)
152
(40.0%)
120
(31.5%)
140
(36.7%)

Agree

Disagree

120
(31.5%)
164
(43.0%)
115
(30.3%)
119
(31.2%)
96
(25.2%)

44
(11.5%)
74
(19.4%)
56
(14.7%)

110
(28.9%)

102
(26.8%)

79 (20.7%)
66 (17.3%)
88
(23.1%)

123
68
(32.3
(17.8%)
%)
133
112
73
8.
Cost of buying data
(34.9%) (29.4%)
(19.2%)
Fear of e-learning resources
97
85
83
9.
usage
(25.5%) (22.3%)
(21.8%)
142
108
60
10. Cost of working in cyber cafe
(37.3%) (28.3%)
(15.7%)
131
127
59
11. Download delay
(34.4%) (33.3%)
(15.5%)
Problem with credibility of
124
92
78
12.
information
(32.5%) (24.1%)
(20.5%)
110
103
77
13. Inability to find information
(28.9%) (27.0%)
(20.2%)
Inaccessibility of some
146
94
81
14.
websites
(38.3%) (24.7%)
(21.3%)
Poor skills for operating e126
93
79
15.
learning resources
(33.1%) (24.4%)
(20.7%)
Key: SD=Standard Deviation; D=Decision, A=Agree, DA=Disagree
7.

Poor networking

126
(33.1%)

Strongly
disagree
18
(4.7%)
28
(7.4%)
31
(8.2%)
30
(7.9%)
40
(10.5%)

No
response
21
(5.5%)
27
(7.1%)
27
(7.2%)
33
(8.7%)
39
(10.2%)

47
(12.3%)

Mean

SD

D

3.092

1.124

A

2.677

1.121

A

2.884

1.217

A

2.690

1.235

A

2.562

1.256

A

34
(8.9%)

2.522

1.253

A

37
(9.7%)

27
(7.1%)

2.738

1.209

A

35
(9.2%)
81
(21.3%)
40
(10.5%)
36
(9.5%)
55
(14.4%)
61
(16.0%)
33
(8.7%)
56
(14.7%)

28
(7.4%)
35
(9.2%)
31
(8.1%)
28
(7.4%)
32
(8.4%)
30
(7.9%)
27
(7.1%)
27
(7.1%)

2.753

1.230

A

2.305

1.280

DA

2.672

1.220

A

2.769

1.216

A

2.423

1.204

DA

2.375

1.198

DA

2.648

1.150

A

2.530

1.208

A

Table 1 also reveals that 152 (40.00%) of the respondents strongly agree to item 3 (Limited
electricity), 115 (30.3%) agree, 56 (14.7%) disagree, 31 (8.2%) strongly disagree and 27 (7.2%) respondents
did not answer item number 3. In addition, 120 (31.5%) of the respondents strongly agree to item 4 (Lack of
training on use of e-learning), 119 (31.2%) agree, 79 (20.7%) disagree, 30 (7.9%) strongly disagree and 33
(6.66%) respondents did not answer item number 4. On the other hand, 123 (32.26%) of the respondents
strongly agree to item 4 (Poor networking), 126 (33.07%) agree, 68 (17.65%) disagree, 37 (9.71%) strongly
disagree and 27 (7.09%) respondents did not answer item number 7. There are 133 (34.9%) of the
respondents strongly agree to item 8 (Cost of buying data), 112 (29.4%) agree, 73 (19.2%) disagree, 35
(9.2%) strongly disagree and 28 (7.4%) respondents did not answer item number 8. Hence, 131 (34.4%) of
the respondents strongly agree to item 11 (Download delay), 127 (33.3%) agree, 59(15.5%) disagree, 36
(9.5%) strongly disagree and 28 (7.4%) respondents did not answer item number 11.

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3.1.2. Research question two: What is the ranked order of impediments to e-learning utilization by higher
institution students in Katsina State, Nigeria.
Table 2 reveals that out of 15 impediments to e-learning utilization by higher institution students in
Katsina State, Nigeria listed above; money to purchase e-learning resources ranked first followed by limited
electricity which is ranked second; download delay ranked third, followed by cost of buying data; poor
networking; lack of training on use of e-learning; skilled manpower is inadequate; cost of working in cyber
cafe; inaccessibility of some websites; appropriate e-learning software is lacking; poor skills for operating elearning resources; lack of good quality of education content; problem with credibility of information;
inability to find information and fear of e-learning resources usage.
The least of the impediments to e-learning utilization by higher institution students is fear of elearning which means higher institution students in Katsina State did not have fear of using e-learning
resources. Therefore, all other problems ranked 1 st to 14th should be solved by governments and each
institution management so that higher institution students in Katsina State, Nigeria can make use of elearning resources adequately. This will facilitate their progress in teaching and learning processes.

Table 2. Mean and ranked order of impediments to e-learning utilization by higher institution students in
Katsina State, Nigeria
Item
1
3
11
8
7
4
2
10
14
5
15
6
12
13
9

Factors affecting the use of e-learning
Money to purchase e-learning resources
Limited electricity
Download delay
Cost of buying data
Poor networking
Lack of training on use of e-learning
Skilled manpower is inadequate
Cost of working in cyber cafe
Inaccessibility of some websites
Appropriate e-learning software is lacking
Poor skills for operating e-learning resources
Lack of good quality of education content
Problem with credibility of information
Inability to find information
Fear of e-learning resources usage

N
381
381
381
381
381
381
381
381
381
381
381
381
381
381
381

Mean
3.0919
2.8842
2.7690
2.7533
2.7375
2.6903
2.6772
2.6719
2.6483
2.5617
2.5302
2.5223
2.4226
2.3753
2.3045

Std. Deviation
1.12365
1.21654
1.21577
1.22990
1.20934
1.23486
1.12073
1.22043
1.15037
1.25635
1.20842
1.25348
1.20412
1.19795
1.28009

Rank
1st
2nd
3rd
4th
5th
6th
7th
8th
9th
10th
11th
12th
13th
14th
15th

3.2. Hypotheses testing
3.2.1. Hypothesis one: Significant difference do not exist in the impediments to e-learning utilization by
higher institution students in Katsina State, Nigeria based on gender.
The result in Table 3 shows that no significant difference exists in the impediments to e-learning
utilization by higher institution students in Katsina State, Nigeria based on gender. (t= -.796, Df = 397, P>
0.05). Thus, the null hypothesis one is therefore accepted. This implies that both male and female students
faced the same impediments in the use of e-learning.

Table 3. T-test summary of comparison of impediments to e-learning utilization by higher institution students
in Katsina State, Nigeria based on gender
Variable
N
Mean
Male
232 39.2371
Female
149 40.2297
NS= Not Significant

SD
11.61093
12.22860

SEM
.76229
1.00518

Df
379

Cal. t-value
-.796

Sig. of t-value
.427

Remark
P>0.05 (NS)

3.2.2. Hypothesis two: Significant difference do not exist in the impediments to e-learning utilization by
higher institution students in Katsina State, Nigeria based on institutions (Universities and Colleges of
Education)
From Table 4, the researcher discovered that significant differences exist in the impediments to elearning utilization by higher institution students based on gender of Universities and Colleges of Education
(t=-2.969, P<0.05). Therefore, hypothesis two is rejected. This implies that students of Universities and
College of Education are significantly different in the problems they faced in the use of e-learning. Colleges
of Education students (Mean=41.3452, SD=12.30450& SEM=.87666) faced more problems in the use of elearning than their counterparts in the Universities (Mean=37.7705, SD=11.07575& SEM=.81874) in Katsina
State, Nigeria.
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Table 4. T-test analysis of impediments to e-learning utilization by higher institution students based on
institutions
Variable
Universities
Colleges of Education
S=Significant

N
183
198

Mean
37.7705
41.3452

SD
11.07575
12.30450

SEM
.81874
.87666

DF
379

Cal. t-value
-2.969

Sig. of t-value
.003

Remark
P<0.05 (S)

3.3. Discussion of findings
The findings from research questions revealed that all the respondents agree that (Money to
purchase e-learning resources; Limited electricity; Download delay; Cost of buying data; Poor networking;
Lack of training on use of e-learning; Skilled manpower is inadequate; Cost of working in cyber café;
Inaccessibility of some websites; Appropriate e-learning software is lacking; Poor skills for operating elearning resources; Lack of good quality of education content; Problem with credibility of information;
Inability to find information and Fear of e-learning resources usage) affects their use of e-learning in Katsina
State. The findings are supported by Aboderin [19] study which found that the Open University students’
major challenges in using e-learning included inadequate computers, inadequate internet facilities, learners’
inadequate access to e-learning instruments, costly software and poor power supply.
The findings from hypothesis one shows that significant differences do not exist in the impediments
to e-learning utilization by higher institution students in Katsina State, Nigeria based on gender (t=-.796,
Df=397, P>0.05). This implies that the impediments faced in the use of e-learning by male and female higher
institution students are not different. The findings were supported by the findings of Olutola [24] but the
findings of this study is contrary to the study by Amkpa [25], which revealed that students' gender
significantly differ in attitudes towards computer applications.
The result of data collected shows that significant differences exist in the impediments to e-learning
utilization by higher institutions (t=-2.969, P<0.05). This implies that students of Universities and Colleges
of Education are significantly different in the challenges they faced in the use of e-learning. Chiaha [20]
study disagrees with the findings of this study because they reported no significant difference between the
mean scores of two higher institutions to the extent students have access to e-learning facilities.

4.

CONCLUSION
Most of the factors considered (Money to purchase e-learning resources; Limited electricity;
Download delay; Cost of buying data; Poor networking; Lack of training on use of e-learning; Skilled
manpower is inadequate; Cost of working in cyber cafe; Inaccessibility of some websites; Appropriate elearning software is lacking; Poor skills for operating e-learning resources and Lack of good quality of
education content) except three (Problem with credibility of information; Inability to find information and
Fear of e-learning resources usage) serves as impediments to e-learning utilization by higher institution
students in Katsina State, Nigeria in varying degrees.
In other words, respondents generally agreed that 12 out of the 15 factors considered in this study
are the factors affecting the use of e-learning. Therefore, there is an urgent need for the government,
University and Colleges of education managements and relevant education stakeholders to arise to tackle the
impediments to e-learning faced by higher institution students in Katsina State and Nigeria in general.
The researchers recommends that: 1) All the identified impediments to e-learning utilization by higher
institution students affect the students in study state and Nigeria should be addressed by the government; 2)
Adequate e-learning resources should be provided by the government to all the Universities and Colleges of
education in the study state in order to enhance students’ performance; 3)There should be adequate power to
facilitate the use of e-learning in our universities and colleges of education.

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