NIGERIAN PRESERVICE TEACHERS’ PERCEPTIONS OF COLLABORATIVE MOBILE LEARNING WITH GOOGLE CLASSROOM: A PEDAGOGICAL ALTERNATIVE IN THE ERA OF COVID-19 PANDEMIC
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
The COVID-19 pandemic has disrupted traditional educational practices worldwide, necessitating the adoption of innovative pedagogical approaches to ensure continuous learning. This study aims to explore the perceptions of Nigerian preservice teachers regarding the use of collaborative mobile learning with Google Classroom as a pedagogical alternative during the COVID-19 pandemic.
The research employed a qualitative approach, utilizing semi-structured interviews and focus group discussions to gather data from a purposive sample of Nigerian preservice teachers enrolled in teacher education programs. The participants were introduced to Google Classroom, a web-based learning management system, to facilitate collaborative mobile learning experiences.
The findings reveal that Nigerian preservice teachers generally hold positive perceptions of collaborative mobile learning with Google Classroom. Several themes emerged from the data analysis, including increased engagement, enhanced collaboration, flexibility in learning, and improved digital literacy skills. Participants expressed a high level of satisfaction with the platform’s features, such as document sharing, discussion boards, and real-time feedback, which facilitated interactive and collaborative learning experiences.
Furthermore, the study identified several challenges associated with the implementation of collaborative mobile learning. These challenges include limited access to smartphones and internet connectivity, technological barriers, and the need for adequate training and support. Despite these challenges, the participants recognized the potential of collaborative mobile learning with Google Classroom in overcoming the limitations imposed by the COVID-19 pandemic and supporting effective teaching and learning practices.
The study underscores the importance of integrating collaborative mobile learning into teacher education programs, as it equips preservice teachers with the necessary skills and competencies to adapt to changing educational contexts. Recommendations for future research include exploring strategies to address the identified challenges and examining the long-term impact of collaborative mobile learning on teaching practices and student outcomes.
In conclusion, this study highlights the positive perceptions of Nigerian preservice teachers regarding the use of collaborative mobile learning with Google Classroom as a pedagogical alternative during the COVID-19 pandemic. The findings contribute to the growing body of knowledge on the effective use of technology in education and provide valuable insights for policymakers, teacher educators, and practitioners seeking to enhance teaching and learning practices in similar contexts.
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