Investigating the Impacts of E-learning on Kindergarten Pupils' Learning at Rev. Wilson B Basic School in the Mfantseman Municipality, Ghana

Abstract

The COVID-19 pandemic significantly altered daily activities, posing unprecedented challenges globally. In response, governments worldwide closed schools, impacting over 90% of enrolled learners. To ensure educational continuity, emergency remote learning strategies, often involving online solutions, were widely deployed. E-learning has since become an integral part of the curriculum in many Ghanaian schools. This study specifically investigated the impacts of e-learning on kindergarten pupils’ learning at Rev. Wilson B Basic School. Employing a descriptive survey design, data was collected using questionnaires from 24 respondents, comprising all pupils and teachers in the school. Key positive impacts identified included improvements in the quality of pupils’ learning, enhanced convenience and flexibility in learning (M=3.9, SD=1.0), and increased pupil motivation (M=3.9, SD=1.0). Conversely, negative impacts involved limiting human interaction between pupils and teachers, the lack of human contact affecting learning quality, and imposing financial burdens on parents and guardians. The study recommends that basic schools, especially kindergartens, leverage e-learning benefits by exposing pupils to the system. Furthermore, the Ghana Education Service and the Ministry of Education must ensure the provision of appropriate teaching and learning materials to support e-learning implementation in Ghanaian basic schools.