Resilient Pedagogy Tool: Influence of E-Learning on Students’ Scholarly Learning Outcomes among Senior Secondary School Students

This study investigated the resilient pedagogy tool: influence of E-learning on students’ scholarly learning outcomes among senior secondary school students. The study adopted a correlational research design. A simple random sampling technique was utilised to select three hundred (300) participants aged 11-18 years. The instrument used to collect data is a questionnaire, while the average scores of each student were utilised to measure scholarly learning outcomes. The reliability coefficient of the E-learning scale is 0.81. Data were analysed using Pearson’s Product moment correlation statistical tool. The findings revealed that E-learning had a significant influence on the scholarly learning outcomes of secondary school students and a significant moderating impact of gender in the relationship between Elearning and scholarly learning outcomes. The findings further revealed that female senior secondary school students engage more in E-learning than their male counterparts, as divulged in the average difference in the study. Based on the findings, it was concluded that E-learning influences the scholarly learning outcomes of secondary school students. However, it was recommended, among others, that educators should use new technology to stimulate students’ interest in effective E-learning.