Effects of E-Learning Modes on Undergraduate Students' Learning Outcomes in Mathematics among Distance Learning Institutions in Osun State, Nigeria

Mathematics, a major subject in science and indeed the secondary school level has witnessed deteriorating performances from students in their various external examinations. This phenomenon has attracted attention from all stakeholders in education, resulting in uncountable researches dealing on the curriculum and instructional strategies. Recently, the pervasive e-Learning instructional modes recorded tremendous successes in other subject areas, and may be applicable to mathematics at the secondary school level. This research therefore investigated the effects of two electronic-learning modes on the learning outcomes of undergraduates in distance learning institutions in Osun State, Nigeria. Quasi experimental design that employed pretest, post-test, control group design was adopted. Two null hypotheses were formulated and tested at 0.05 significance level. Mathematics Achievement Pre and Post-Tests with multiple choice questions and Mathematics Treatment Instruments were used to collect data from 600 Mathematics undergraduates that formed the sample of the study. A reliability coefficient above 0.80 was obtained for each of the research instruments using Cronbach’s alpha coefficients. Analysis of Covariance together with Scheffe and Bonferroni post hoc techniques were used for the data analysis. The findings of the study showed that there were statistically significant differences in the performances of the three groups in favor of the two experimental groups. Based on the findings of the study, it was recommended that University lecturers should be encouraged to adopt e-Learning modes in their teaching so as to improve learning outcomes of students in mathematics. Keywords: e-Learning, Video Based Learning, Virtual classroom and Effects