Online Learning Platforms’ Induced Education Inequalities and Special Education Students’ Learning Attitude during Covid-19 Pandemic Homestay in the University of Ibadan

Abstract

This study investigated some induced education inequalities in online learning platforms among Special Education Students in the University of Ibadan in the wake of the COVID-19 pandemic homestay. All active, special education undergraduate students in the Faculty of Education, made up the study population. Of the entire students within the faculty, 20 students who participated in the online interactions were selected from each level for sampling, making a total of 80 participants.  Online questionnaires titled “Classical and Platforms’ Induced Inequalities” (CPII, r=0.76) and “Students’ Attitude to Learning Scale” (SALS, r=0.72) were developed, validated and deployed. Multinomial regression model constituted the analytical framework, and was interpreted using Relative Risk Ratio (RRR). The findings revealed that: socio-economic status (RRR= 2.36, CI: 0.43-13.02) and location (RRR=1.19, CI: 0.64-0.57) are classical inequality variables that influenced students’ proper attitude to online learning. Also, learning support (RRR=1.13, CI: 0.85-1.58) and assessment monitoring (RRR=1.47, CI: 1.14-1.91) were both online platform-induced inequality variables that influenced students’ proper attitude to learning. Therefore, institutions’ online learning platform to lessen effects of classical and platform induced impediment to learning should be designed.

Keywords: learning attitude, homestay learning, education inequality, online platform

DOI: 10.7176/JEP/12-23-08

Publication date:August 31^st 2021