Effects of an E-Learning Module on Students’ Attitudes in an Electronics Class

Abstract

Research has shown that students exhibit negative attitudes towards Electronics especially when they are taught using the conventional method. This is in addition to poor instructional methods that do not promote individualization of instruction or make learning interesting. The purpose of this study was to design an e-learning module in “Transistors” – a topic in the Electronics course - and determine its effects on students’ attitudes in Kenyan Polytechnics. The Solomon-three quasi-experimental, non-equivalent control group research design was used for the study. A sample consisting of 103 first year Electronic Engineering students from three Polytechnics were randomly assigned to three groups; one experimental, E and two controls; C₁ and C₂. A self-administered Students’ Attitude Questionnaire (SAQ) with a calculated Cronbach-alpha reliability coefficient of 0.88 was used for data collection. The data was analysed using t-tests and the analysis of covariance (ANCOVA) statistical test at an alpha level of significance of 0.05. The results of the t-test revealed that the differences in gain from pre-test to post-test between groups E and C₁ were significant in favour of group E. Further results using ANCOVA revealed that there were statistically significant differences in post-test scores for students’ attitudes between groups E and C₂ in favour of group E. This showed that the presence of a pre-test had a significant effect on students’ attitude towards the topic being taught irrespective of whether they were taught using the e-learning module or the conventional method. The findings of the study shall be useful to Electronics students and lecturers, curriculum developers, e-learning practitioners and educational policy makers in Kenya.

Keywords: e-learning, conventional method, attitudes, electronics, transistors, student