Impact of Virtual Classroom Learning on Agricultural Education Students in Niger Delta University, Bayelsa State

Abstract The research investigates the effect of virtual classroom learning on Agricultural Education students at Niger Delta University, Bayelsa State. It presents three objectives, research questions, and hypotheses. A descriptive survey design was employed for the investigation. The target population comprised Agricultural Education students, including 81 males and 68 females, totaling 149 students across 100 to 400 levels at Niger Delta University, Bayelsa State. Data were gathered using an 18-item questionnaire. The instrument was subjected to face validation by two specialists. A pilot test was conducted using twenty students from Delta State University (DELSU). The reliability of the instrument was determined using the Cronbach's Alpha method to measure internal consistency. The resulting reliability indices were Section B = 0.74, Section C = 0.83, and Section D = 0.79. Data analysis involved the use of mean and standard deviation to respond to the research questions, while hypotheses were tested using an independent sample z-test at a 0.05 significance level. Findings revealed that virtual classroom learning has both advantageous and unfavourable effects on Agricultural Education students, indicating areas that require improvement. It was recommended that lecturers in Agricultural Education should embrace the use of online instructional and communication tools such as WhatsApp or blogs for sharing assignments. This gradual adoption is expected to improve students’ awareness of virtual learning platforms and promote greater engagement with online education.