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Awareness, Perception, and Utilization of e-Learning Platforms for Enhancing Self-Study Practices among Science, Technology, Engineering, and Mathematics (STEM) Teachers

Aminat Aderonke Agoro(1),


(1) Emmanuel Alayande University of Education
Corresponding Author

Abstract


This study investigated STEM teachers’ awareness, perception, and utilization of e-learning platforms for enhancing self-study practices in Akinyele Local Government Area, Oyo State, Nigeria. A quantitative survey design was used. The sample comprised 55 STEM teachers from 10 randomly selected public junior secondary schools. Data were collected using a structured questionnaire measuring awareness, perceived ease of use, perceived usefulness, and utilization of e-learning platforms. Descriptive statistics and Pearson correlation were used for analysis. Findings showed high awareness and positive perceptions of e-learning platforms, but institutional promotion and frequent personal use for self-study were moderate. Perceived ease of use and perceived usefulness were significantly related to utilization. The study recommends stronger institutional support, digital literacy training, and integration of e-learning into teacher professional development.

Keywords


Digital literacy; e-learning platforms; Professional development; Self-study; STEM teachers.

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