EXPLORING STUDENTS' INTEREST, PERCEPTION, AND CHALLENGES IN ONLINE CLASSES: A CASE STUDY IN NIGERIA

Abstract

The COVID-19 pandemic prompted a significant shift towards online education worldwide, including Nigeria. This study explored students' level of interest in online classes, their perceptions of the quality of online instruction, and the challenges they encountered during participation. Additionally, the study examined potential gender-based differences in these aspects. A survey research design was employed, and data were collected with a structured questionnaire from 100 students across technical schools in Ogun State, Nigeria. The instrument was validated by three experts. Cronbach Alpha was used to estimate the reliability of the instrument, and it yielded a reliability coefficient of 0.83. The study found that students displayed a high level of interest in online classes. However, their perception of online class quality was rated as average, indicating room for improvement in design and engagement strategies. Challenges faced by students included network instability, technical issues, and limited social interaction. Importantly, the study did not identify significant gender-based differences in interest, perception, or challenges encountered during online classes. The study recommended the need for comprehensive support systems in online education, including technical assistance and strategies to promote interaction. Educators should focus on enhancing online course design, utilizing multimedia elements, and encouraging collaboration. Schools must also invest in reliable internet connectivity and hardware for students. Furthermore, training teachers in online pedagogy is also crucial for effective online teaching. The study also recommends the continuation of online education as a permanent part of the curriculum, to be supported by research collaborations among institutions, policymakers, and researchers.