Assessing The Perception and Challenges of Online Learning by Students in Some Selected Tertiary Institutions in Ghana - Michael Owusu Frimpong - Research Work..

UNIVERSITY OF EDUCATION, WINNEBA
COLLEGE OF AGRICULTURE EDUCATION
FACULTY OF SCIENCE EDUCATION
MAMPONG-ASHANTI
ASSESSING THE PERCEPTION AND CHALLENGES OF ONLINE LEARNING BY
STUDENTS IN SOME SELECTED TERTIARY INSTITUTIONS IN GHANA
BY
MICHAEL OWUSU FRIMPONG
(BRAMICHALIS@GMAIL.COM)
A RESEARCH WORK SUBMITTED TO THE FACULTY OF ENVIRONMENTAL
HEALTH AND SANITATION EDUCATION OF UNIVERSITY OF EDUCATION
WINNEBA, IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE
AWARD OF A BACHELOR OF SCIENCE DEGREE (B.Sc.) IN ENVIRONMENTAL
HEALTH AND SANITATION EDUCATION.
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ACKNOWLEDGEMENT
I would like to express heartfelt gratitude to God Almighty for the vision, strength, and
enablement to accomplish this task. My next sincere thanks go to my supervisor
Dr. Daniel Tetteh a lecturer at the College of Agriculture Education, University of Education,
Winneba supervised this work and offered valuable criticisms, corrections, and, suggestions to
make this project a reality.
My profound appreciation also goes to my parents, friends, and siblings for their immense
corrections, support, and guidance and for being my backbone throughout my education. I say God
richly bless you.
My sincerest gratitude goes to My Family for their support and guidance throughout my four years
of stay on campus. I pray that may the good Lord replenishes whatever you have lost and bless
you according to his riches.
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DEDICATION
This piece of work is dedicated to my family and friends for their support, prayers and immense
contributions in diverse ways towards my education.
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TABLE OF CONTENT
CONTENT ............................................................................................................................ PAGE
DECLARATION..............................................................................Error! Bookmark not defined.
ACKNOWLEDGEMENT ............................................................................................................. i
DEDICATION............................................................................................................................... ii
TABLE OF CONTENT............................................................................................................... iv
LIST OF TABLES ...................................................................................................................... vii
LIST OF FIGURES .................................................................................................................... vii
ABSTRACT ................................................................................................................................ viii
CHAPTER ONE ........................................................................................................................... 1
1.0 INTRODUCTION.............................................................................................................. 1
1.1 Background of the Study ..................................................................................................... 1
1.2 Problem Statement ............................................................................................................... 2
1.3 Objective of the study .......................................................................................................... 4
1.3.1 Main objective .................................................................................................................. 4
1.3.2 Specific objectives............................................................................................................ 4
1.4 Research questions ............................................................................................................... 5
1.5 Significance of the Study ..................................................................................................... 5
1.6 Organization of the Study .................................................................................................... 6
1.7 Limitation of the Study ........................................................................................................ 6
1.8 Delimitation of the Study ..................................................................................................... 6
CHAPTER TWO .......................................................................................................................... 8
2.0 LITERATURE REVIEW ................................................................................................. 8
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2.1 Overview of Online Learning .............................................................................................. 8
2.2 Learning ............................................................................................................................... 9
2.3 Online Learning and its Growing Importance ................................................................... 10
2.4 The Use of Technology in Education ................................................................................ 11
2.5 COVID-19 Pandemic and Higher Education ..................................................................... 12
2.6 Higher Education Institutions in Ghana and Online Learning........................................... 14
2.6.1 University of Education, Winneba ................................................................................. 14
2.6.2 Kwame Nkrumah University of Science and Technology ............................................. 15
2.7 Higher Education Transition to Online Learning .............................................................. 16
2.8 Learning Management System .......................................................................................... 18
2.9 Challenges of Online Learning .......................................................................................... 19
2.10 Students’ Attitude towards Online Learning ..................................................................... 20
2.11 Students’ Perceptions toward Online Learning ................................................................. 21
CHAPTER THREE .................................................................................................................... 22
3.0 METHODOLOGY .......................................................................................................... 22
3.1 Study Area ......................................................................................................................... 22
3.2 Method ............................................................................................................................... 25
3.2.1 Research Design ............................................................................................................. 25
3.2.2 Instrument for Data Collection ....................................................................................... 26
3.3 Target Population ............................................................................................................... 26
3.3.1 Sampling Technique ....................................................................................................... 27
3.3.2 Sample size..................................................................................................................... 27
3.4 Data Analysis ..................................................................................................................... 28
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CHAPTER FOUR....................................................................................................................... 29
4.0 RESULT............................................................................................................................ 29
4.1 Socio Demographic Characteristics of Respondents ......................................................... 29
4.2 Student’s Perception about Online Learning ..................................................................... 30
4.3 The Online Teaching and Online Materials Platform Used............................................... 32
4.4 Students’ Perception about Online Learning ..................................................................... 32
4.5 Challenges Students Faced in Adopting the Online Teaching and Learning .................... 35
4.6 Challenges students faced during the online teaching and learning .................................. 35
4.7 Discussions from the Three Universities ........................................................................... 39
CHAPTER FIVE ........................................................................................................................ 41
5.0 CONCLUSIONS .............................................................................................................. 41
5.1 Introductions ...................................................................................................................... 41
5.2 Summary of Research Findings ......................................................................................... 41
5.3 Conclusions ........................................................................................................................ 41
5.4 Recommendation ............................................................................................................... 42
REFERENCES............................................................................................................................ 43
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LIST OF TABLES
Table 1: Summary of demographic characteristics of respondents.............................................. 29

Table 2 : Perception of Students towards online learning ............................................................ 31
Table 3 : Students’ Perception about Online Learning ................................................................ 34
Table 4: Challenges students faced during online teaching and learning .................................... 38
LIST OF FIGURES
Figure 1 : map of the study area ................................................................................................... 23

Figure 2 : map of the study area ................................................................................................... 25
Figure 3: Response on the form of online teaching and materials platform used ........................ 32
Figure 4: Challenges in adopting the online teaching and learning ............................................. 35
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ABSTRACT
The study sought to assess the perception and challenges of online learning by students in some
selected tertiary institutions in Ghana. Quantitative research design was adopted for the study.
Using probability sampling techniques specifically stratified sampling, simple random sampling
technique and the questionnaires were administered to 150 students which formed the sample size
for the study. The data collected were analyzed using the Statistical Product and Service Solutions
(SPSS) version 20. Descriptive statistics was used to summarize response from respondents of
the different universities. Data collected was analyzed using cross tabulation. Statistical
differences were compared using chi-square and a P-value of < 0.05 was considered as significant.
The study concludes that, most of the students in Ghanaian tertiary institutions were young adults
and the usage of online learning was embraced by the tertiary students as they saw it to be more
effective. The electronic device used by most students for assessing online teaching and learning
was mobile phones with high cost of purchasing data bundles as one of the major challenges
students faced in the three universities for assessing the online learning platforms. The study
therefore recommends that the tertiary institutions should provide free internet access to the
students to assist them in their online teaching and learning. Also, it is recommended that the
government and other NGOs should provide free android phone to student to assist them in their
online learning and finally, appropriate training should be given to the students on how to use the
online learning platform.
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CHAPTER ONE
1.0 INTRODUCTION
1.1 Background of the Study
Online Learning has become the protagonist for change in the education sector with the rising
numbers in student enrolments and the masses of potential students that are turned away each year
for lack of classrooms, accommodation and lecturers (Singh & Thurman, 2019). According to
(Alexander & Boud, 2018) online learning can be simply described as a learning process in which
learners can communicate with their instructors and their peers, and access learning materials, over
the internet or other computer networks. To them, online learning provides a means through which
the powerful and pervasive computing and communications technologies can be applied to tertiary
education and to some of the key challenges now facing universities. In the past few decades,
advances in academia have increased demands on academic faculty, resulting in less time for
teaching than has previously been the case (Dumford & Miller, 2018). Traditional instructor
centered teaching is yielding to a learner centered model that puts learners in control of their own
learning.
Online learning can be used by lecturers to improve the efficiency and effectiveness of educational
interventions in the face of the social, scientific, and pedagogical challenges (Mallillin, Mendoza,
Mallillin, Felix, & Lipayon, 2020). It has gained popularity in the past decade; however, it use was
highly variable among universities. Online Learning has the potential to transform Ghanaian
universities and so it is increasingly gaining universal acceptance as a viable means of enabling
large numbers of students to access education (Jacob & Gokbel, 2018). Most of the tertiary
institutions in Ghana upon realizing the enormous potential of online learning as against these
universities ever increasing student population, has chosen to adopt online learning as platform to
transform the universities into a modern citadel of academic knowledge in all spheres of sciences,
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humanities, business and more (Jacob & Gokbel, 2018). While in general, online-based learning
is considered an option to traditional learning, during the Coronavirus pandemic it became an
essential element for maintaining the activity of schools and universities (Mallillin et al., 2020).
The mode of spread of the Corona virus from humans to humans created the need for social
distancing and avoidance of crowded places. Considering this, Government of Ghana shut down
schools and institutions where crowds meet until further notice. The unexpected closure of
educational institutions prompted the authorities to suggest emergency online teaching to ensure
that students are not left idle in this pandemic era (Aboagye, Yawson, & Appiah, 2021).
Educational institutions have had to adapt to the restrictions created by the COVID-19 pandemic.
A series of applications, platforms and educational resources have been launched to support
university students, teachers and professors, parents, educational institutions and school managers,
with the aim of facilitating the study process of university students, providing social support and
facilitating interaction during the closure of educational institutions (Ali, 2020). Therefore, the
conventional methods (traditional face to face teaching) was replaced by online learning for the
time being. The essence of online learning was to ensure continuity of education during the Covid-
19 Pandemic era. The mode of online learning was through Learning Management systems (LMS),
Zoom, WhatsApp, Facebook live and others.
1.2 Problem Statement
During the Covid-19 pandemic, most countries including Ghana applied lockdown to prevent
society from the outbreak of the novel coronavirus. Online learning was the best solution for
continuing education during the pandemic, especially in tertiary education (Mishra, Gupta, &
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Shree, 2020). The transition to online learning was the only option for continuity of education
during the Covid-19 pandemic era in Ghana (Ali, 2020). Most public universities were able to
launch online learning. A lot of Ghanaian universities including Kwame Nkrumah University of
Science and Technology (KNUST) and University of Education, Winneba (UEW) had previous
experience with online learning before COVID-19 pandemic (Ali, 2020). This facilitated the rapid
transition to online-learning during the pandemic era. Again, educational institutions preferred to
close traditional teaching activities, including laboratories, and transferred teaching activities to
the online environment in order to prevent the spread of the virus. Forcibly moving educational
activity to the online environment allows for flexibility in teaching and learning because courses
are easily accessed (Adedoyin & Soykan, 2020). Despite the crisis, courses were transferred online
at an astonishing and unprecedented speed.
Again, the impact of the COVID-19 pandemic has led to the temporary interruption of educational
activities in the classroom. University students in their final years are in an unprecedented
situation, which does not allow for a clear perspective of the future. The length of the pandemic
and its effects on daily life, costs and other financial issues can directly affect the continuation of
the education of university students (Ghazali, 2020). The vulnerability caused by the disturbances
in the academic space is worrying. The situation of both undergraduate and postgraduate students
has generated unfavorable conditions, such as the necessity to drop out of education. A feeling of
exclusion was created by the pandemic situation, outlining an image of inequity in the academic
education system. Online education has the potential to transform the education system by
expanding educational opportunities, transforming student populations and encouraging the
development of new pedagogical methods, making the learning process more reliable, more
efficient, and less stressful for both instructors and students (Mukhtar, Javed, Arooj, & Sethi,
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2020). Despite the enormous benefits of online learning systems, these universities have problems
and challenges with the implementation of online learning system after having piloted the system
for a sometime (Demuyakor, 2020). Comparing the developed world to the developing countries,
many developing countries are facing challenges such as poor internet connectivity, inadequate
knowledge on the use of ICT and weakness of content development (Leo, Alsharari, Abbas, &
Alshurideh, 2021). This paper seeks to identify the student’s perspective on the online learning
experience during the Coronavirus pandemic in order to improve and strengthen the online
learning system. Moreover, to examine how the process of learning was affected during this time
of crisis and investigates the student’s view on the use of online learning platforms and how these
technologies influenced their understanding and assimilation of information. Furthermore, we
were also interested in identifying the main difficulties or challenges that students encountered
while learning online, and in which context they would like these platforms to be further used by
universities.
1.3 Objective of the study

1.3.1 Main objective
The main objective of the study was to assess the perception and challenges of online learning by
students in some selected tertiary institutions in Ghana.
1.3.2 Specific objectives
Specifically, the study seeks to;
❖ Identify forms of online teaching and learning methods adopted
❖ Find out the perception of student about the online teaching and learning
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❖ Find out the challenge’s students faced in adopting the online teaching and learning
❖ Find out ways of improving the online teaching and learning.
1.4 Research questions
1. What form of online teaching and learning did you use?
2. What are your views and perception about the online teaching and learning?
3. What constraints did you face in adopting the online teaching and learning?
4. What are some of the ways in which online teaching and learning can be improved?
1.5 Significance of the Study
This research is worth undertaking since, the research findings could provide insight into different
online learning facilities that students and university authorities could use to adopt in the
university. Again, the outcome of this research will help the university authorities to identify
critical factors that could affect the successful adoption and implementation of online learning.
Moreover, the research results could guide students and university authorities on the barriers to
successful online learning experiences. Lastly, the research findings will help the university
authorities to clearly identify strategies on how online learning will address emerging issues.
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1.6 Organization of the Study
The thesis is organized into five chapters. It starts with the introduction, which includes
background of the study, statement of the problem, objectives, and significance of the study. The
second chapter reviews literature that deals with concepts and past studies and information
pertinent to the study. The third chapter explains research methodology including description of
the study area, sampling techniques, methods of data collection and tools for data analysis. In the
fourth chapter the main findings of the study are discussed. Finally, conclusions and
recommendations are provided in chapter five.
1.7 Limitation of the Study
The researcher faced quite a number of challenges related to the study and most particularly
during the process of data collection. Some respondents were biased while giving
information since it was time consuming also due to reasons such as privacy or busy
schedules. In spite of the above limitations, the results of the study give credible information
with respect to the perception and challenges of online learning by students in some selected
tertiary institutions in Ghana.
1.8 Delimitation of the Study
Though this study has provided valuable insight into the perception and challenges of
online learning by students in some selected tertiary institutions in Ghana, it has equally
led to some unanswered questions relative to its capacity to produce the desired outcomes
in Ghana. In view of this, the following recommendations are made for future research:
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❖ This study was limited to only tertiary institutions in Ghana, and it is therefore
recommended that future works should have a larger scope that would strengthen
the findings of this study in order to ascertain whether generalizing these findings
is possible beyond where this research was undertaken.
❖ Another acknowledged limitation of this study was its over reliance on data
obtained within the period of study. A repetition of this study in the future could
add the benefit of a longitudinal scope and could allow researchers to understand
by assessing the perception and challenges of online learning by students in some
selected tertiary institutions in Ghana.
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CHAPTER TWO
2.0 LITERATURE REVIEW
2.1 Overview of Online Learning
Online learning is defined as the use of computer network technology, primarily over or through
the internet to deliver information and instructions to individuals (Holland, 2019). Another similar
definition is one that sees online learning as any form of education that is facilitated by the internet
and its technologies, and encompasses the use of the World Wide Web (www) to support
instruction and to deliver course content (Lorenz, Freddolino, Comas-Herrera, Knapp, & Damant,
2019). The advancement of Information Technology (IT) has impacted on how things are done,
its influence on teaching and learning, thus becomes increasingly complex and widespread. The
use of latest technology means that one no longer needs to be located in a conventional classroom
in order to be educated (Lorenz et al., 2019). Teaching and learning can be done with the help of
technology.
Online learning, as a more advanced teaching mode, encompasses instructional content or learning
experiences specifically delivered or enabled by electronic technology, and incorporating a wide
variety of learning strategies and technologies (Kaizer, Silva, de Pavia, & Zerbini, 2020). Online
learning may include delivery of course materials, tuition or assessment by means of asynchronous
(one-way) learning where interaction occurs intermittently with a time delay and at the learner’s
own pace, and synchronous (two-ways) learning, or real-time online learning where learning takes
place at the same time pace (Kaizer et al., 2020). Others also see online learning as internet based
learning which utilizes web-based communication, collaboration, knowledge transfer, and training
to add value to individuals and to organizations they work within (Dailey-Hebert, 2018).
According to (Sumuer, 2018), the convergence of developments in technology instruction and
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pedagogy has stimulated a new paradigm for teaching and learning. Research related to online
learning has dated back to the beginning of the eighties and continues today. (Aliyyah et al., 2020),
also found that course design, learner motivation, time management, and familiarity with
technology, led to success while technology problems, lack of community, and time constraints
served as barriers. The research of (Aliyyah et al., 2020) also identified both flexibility and
convenience as strengths of online learning. Weaknesses were identified as the delay of responses,
lack of community, difficulty understanding instructional goals, and technical problems. (Khoa,
Ha, Nguyen, & Bich, 2020) assert that the most significant developments in the use of information
technology (IT) at universities in the last decade has been the adoption of learning management
system (LMS) to support the teaching and learning process. LMS is an information system that
facilitates online learning. LMS is usually implemented on a large-scale across an entire university,
faculty or school and then adopted by teachers, who use them in a variety of ways to support course
management and student teaching (Khoa et al., 2020).
2.2 Learning
According to (Olson & Ramírez, 2020), learning is a relatively permanent change in behavior that
results from practice. It can also be said that learning is an individual process of changing
behavioral patterns, increasing or altering mental models and processes (Becker, 2018). It is a
complex process of acquiring knowledge or skills involving a learner's biological characteristics
or senses (physiological dimension); personality characteristics such as attention, emotion,
motivation, and curiosity (affective dimension); information processing styles such as logical
analysis or gut feelings (cognitive dimension); and psychological or individual differences
(psychological dimension) (Praisri & Faikhamta, 2020). To become adept at learning, one must be
able not only to transform its institution, in response to changing situations and requirements; but
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invent and develop institutions which are ‘learning systems’, that is, systems capable of bringing
about their own continuing transformation. (Chen & Liu, 2018) suggests that learning is more than
the accumulation of new knowledge, added on to existing knowledge; it is a process where many
basic values and assumptions by which we operate are changed through our learning process.
2.3 Online Learning and its Growing Importance
Online learning or internet-based learning have been proved to exhibit numerous potential
advantages over many traditional methods of learning (Pei & Wu, 2019). It is less expensive and
faster to deliver, promotes self-efficacy, provides good accessibility from anywhere and anytime,
and gives students more control over their learning processes (Dhawan, 2020). According to the
2004 “Teacher Talk Tech” survey conducted by CDW Government, Collaboration with a leading
provider of technology to governments and educators in the USA, 81% of teachers reported that
information technology in education increases students’ academic performance (Marchalot et al.,
2018). Majority of teachers said that information technology is a valuable teaching tool for all core
academic skills. Only 15% of them however, indicated that the quality of available software for
students’ learning is “excellent”, and 52 % of them said, is “poor” or just “okay” (Marchalot et al.,
2018). Saint (2008) noted the growing use of ICT in learning in Africa, where Ghana, has formally
declared a dual-mode to be the national policy.
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2.4 The Use of Technology in Education
Technology, is broadly defined as the application of scientific knowledge including tools,
techniques, products, processes, and methods to practical tasks (Lai & Bower, 2019) . The use of
technology has become an integral component of education, work, communication, and
entertainment. The internet is now ubiquitous and with internet penetration rates ranging between
as low as 5.6% in Africa and up to 74.4% in North America and any institution that does not
embrace this technology will be seriously disadvantaged (Wirtz, 2021). Technology is making a
society increasingly interconnected in what many have come to call the “connected Age” (Bridle,
2018). A decade ago, access to technology was limited and wiring schools was one of the country’s
highest education priorities along with expanded access has become a growing pervasiveness of
technology in society (El-Kogali & Krafft, 2019).
For a generation of young people, technology, particularly the internet, has assumed a substantial
stake in their social and educational lives (El-Kogali & Krafft, 2019). ICT literacy reflects the need
for the students to develop learning skills and enable them to think critically, analyze information,
communicate, collaborate, and solve problems, and the essential role that technology plays in
realizing these learning skills in today’s knowledge-based society (Caena & Redecker, 2019).
Universities have adopted technology in their learning environment through which a range of
pedagogical and administrative tools that are offered for university teaching and learning (Ali,
2020). Technology has made the world a truly global community, where students’ are being
prepared for this global community and technology has an integral part of its core. A technology-
rich education enables students to bridge cultural and geographical distances around specific tasks,
projects, information gathering and relationship building (Huda, 2019). It makes all subjects more
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meaningful to students and more adequately prepares them for the world in which they will live
and work.
2.5 COVID-19 Pandemic and Higher Education
The current pandemic caused by the novel coronavirus (COVID-19) has had a profound impact on
our daily activities and has presented us with unprecedented challenges. As the dreadfulness of
COVID-19 became crystal clear, globally, governments closed schools in an attempts to curb the
spread of the virus impacting over 90% of the world’s enrolled learners (Agormedah, Henaku,
Ayite, & Ansah, 2020). The intermissions to education can have long-term repercussions,
exclusively, for the most vulnerable. This may not only cause loss of short-term learning but also
further loss in human capital and diminished economic opportunities in the long-term as well as
prejudice towards particular groups (Agormedah et al., 2020).
The COVID19 outbreak is affecting education in terms of reduction in utilisation of schools, lack
of quality appropriate education, reduction in access to education services, reduction in availability
of education services, lack of maintenance of schools, lack of teacher training, fear of school return
and emotional stress caused by outbreak, reduced financial resources, diversion of resources and
teachers, confusion and stress for teachers, lack of at-home educational materials, challenges
measuring and validating learning, parents unprepared for online and home schooling, loss of
quality teaching and learning, social isolation, emotional disequilibrium and school drop outs
(long-term as well as prejudice towards particular groups (Agormedah et al., 2020).
The COVID19 outbreak is affecting education in terms of reduction in utilisation of schools, lack
of quality appropriate education (Bond, Bedenlier, Marín, & Händel, 2021). Due to these effects,
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governments are taking measures to ensure that education continues via emergency remote
learning/teaching approaches with many deploying online learning solutions (Hallgarten, 2020).
This may seem experimental to some higher education institutions, typically, those in developing
countries like Ghana, and however, there might be others who have managed online
teaching/learning before. Regarding this, several organisations are providing assistance to ensure
that learners continue their education worldwide. For example, the World Bank is vigorously
working with Ministries of Education in numerous countries to support their efforts to employ
instructional technologies of all sorts to provide remote learning opportunities for students while
schools are closed as a result of the COVID-19 crisis (World Bank, 2020). Similarly, UNESCO
is helping countries in their labours to alleviate the instantaneous effect of school closures,
particularly for more vulnerable and disadvantaged communities, and to facilitate the continuity
of education for all through remote learning (Chaddha, 2020). However, it seems that higher
educational institutions understand the pedagogical, logistical, and also technological challenges
to these timely measures.
Most of the higher educational institutions in low- and middle-income countries, including
students and teachers, lacked access to high-speed broadband or digital devices needed to fully
deploy online learning options. Thus, transition from in-person to person instruction to emergency
remote learning/online learning has wide-open cavernous digital divides between and within
schools and countries (Agormedah et al., 2020), particularly, among low-medium income
countries like Ghana. The condition is far poorer for lower resource environments in middle- and-
low-income countries with internet dissemination rates typically less than 50% and a large fraction
of students without devices to enable emergency remote learning at home (García & Weiss, 2020).
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This result indicates the capacity of parents and even schools to support emergency remote
learning or online learning during school closures as result of COVID-19.
2.6 Higher Education Institutions in Ghana and Online Learning

2.6.1 University of Education, Winneba
The University of Education, Winneba (UEW) was established by the University of Education,
Winneba Act (Act 672) of 2004. It was originally established by PNDC Law 322 (1992) as the
University College of Education of Winneba (UCEW) through the amalgamation of seven diploma
awarding institutions (Dampson, Addai-Mununkum, Apau, & Bentil, 2020). The University of
Education Winneba (UEW) is the leader of educator development in Ghana, charged with the
responsibility of producing professional educators to spearhead a new national vision for education
aimed at redirecting Ghana’s efforts along the path of rapid economic and social development,
UEW plays a leading role in the country’s drive to produce scholars whose knowledge would be
fully responsive to the realities and exigencies of contemporary Ghana and the West African sub-
region (Dampson et al., 2020)
The mission of the university is to train competent professional teachers for all levels of education,
as well as to conduct research, disseminate knowledge, and contribute to educational policy and
development; UEW recognizes the use of Information and Communication Technologies (ICT) as
a key factor in realizing both the institutional and national visions. UEW’s educational technology
vision is to produce graduates equipped with skills that will enable them to become functional
participants in a technology-driven and information-rich economy (Bogo, 2020). To date, all
campuses of the University have internet connectivity. The University has central computing
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facilities (laboratories) for students and staff dedicated to ICT literacy training and online learning
teaching and learning. In addition, some departments have established departmental computer
laboratories which are used for subject based applications and general integration into their
curricula.
2.6.2 Kwame Nkrumah University of Science and Technology
The Kwame Nkrumah University of Science and Technology (KNUST) started as the Kumasi
College of Technology on 6th October, 1951 (Asiamah, Essel, & Lamptey, 2018). KNUST has
two campuses (Kumasi and Sunyani). The University Council, which constitutes the apex of a
hierarchical structure of a system of committees, is the governing body of the University. The
vision of KNUST is to advance knowledge in science and technology for sustainable development
in Africa and other nations (Adu-Boachie, Agbodza, Kissi, & Adjaye, 2020). KNUST also offers
service to the community. It is open to all people and has positioned itself to attract scholars,
industrialists and entrepreneurs from Africa and the international community. The Core Values of
KNUST is the commitment to attract and develop excellent staff and students to achieve the
challenging goals, targets and directions the Government has set for higher education.
The university has a central ICT centre with a seating capacity of about 250 personal computers
with an execute wing for senior members of staff (Adu-Boachie et al., 2020). Computer access on
campus with student/computer ratio is 8:1. KNUST an institution for higher learning has
established an Institute of Distance Education (DL) to reach out to a lot more potential students by
establishing off campus learning centres (Distance Education). The university has an online
learning center that links the university to Indian and all English speaking countries in Africa.
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KNUST emerged Twentieth in the Webometrics Ranking of top hundred universities in Africa
(Adu-Boachie et al., 2020)
2.7 Higher Education Transition to Online Learning
Owing to the risk of COVID-19, higher education institutions are fronting choices about how to
continue instruction while keeping their faculty, staff, and students safe from the spread of
COVID-19 (Agormedah et al., 2020). On this account, many institutions have authorised faculty
to move their courses online or remotely to help thwart the spread of COVID-19. However, it
seems that, in appearance, higher education institutions across the globe are engaged in online
learning, nevertheless, in essence, this is rather a provisional solution, one that would be more
properly named “emergency remote teaching” (Agormedah et al., 2020). In view of this, (Moser,
Wei, & Brenner, 2021) indicated that a well-designed online learning experiences are
meaningfully different from courses offered online in response to a crisis or disaster.
Online learning comprises the use of fully remote teaching solutions for instruction or education
that would otherwise be delivered face-to-face or as blended or hybrid courses (Schultz & DeMers,
2020). The principal goal in these conditions is not to re-create and design a vigorous educational
ecosystem but rather to offer impermanent access to teaching and learning and instructional
supports in a manner that is quick to set up and is reliably available during COVID-19 crisis
(Agormedah et al., 2020). Online learning/teaching occurs outside of a physical classroom. Both
students and instructors interact via two-way communication technologies. Instructors are
separated from their learners in time and distance. This type of teaching may be synchronous,
where students watch instructors deliver their lectures live, or asynchronous, where students watch
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lecture recordings at a later point in time. Best practices for online learning/ teaching include:
providing ongoing feedback, making assignment guidelines clear, and making effective use of
online resources. Teaching online obviously diminishes the number of interactions on campus and
thereby also significantly decreases the rate of transmission of COVID-19 (Agormedah et al.,
2020). Online learning can ensure that students’ continue learning through a variety of avenues
such as digital technologies which can offer a wide set of capabilities for remote learning
(Mbiydzenyuy, 2020). It enables learners to extend learning outside the boundaries of traditional
learning institutions through informal and enriched learning experiences using online communities
on new platforms such as social media and other social platforms (Bhamani et al., 2020). It can
essentially be as effective as face-to-face education when done right. When online learning is well-
planned-structured, conducted in an appropriate learning management system and is in the hands
of skilled lecturers, it can provide an equivalent learning experience to face-to-face (Mbiydzenyuy,
2020).
All higher educational institutions worldwide are seeking viable, blended and sustainable modes
of online courses (Emily, 2020) . Learning management systems (LMS) such as like University of
Education, Winneba (UEW) Moodle are designed to support online learning. These systems
effectively organise learning resources, including multimedia resources that students can easily
access. Students can engage in collaborative activities with their peers and lecturers, through tools
such as zoom, WhatsApp and discussion boards. The call by higher education institutions to move
instruction online can enhance the flexibility of teaching and learning anywhere and anytime, yet,
it seems that the speed at which this move is expected to happen is unprecedented and staggering
(Emily, 2020). This abrupt substitution from in-person to online learning/teaching has left
academic faculty, staff and students with challenges.
17
Thus, online learning/teaching introduces change to both the people and the higher education
institutions on any scale (Coman, Țîru, Meseșan-Schmitz, Stanciu, & Bularca, 2020). For example,
educators have not been prepared to teach well with technology, let alone teach remotely with
technology, hence, they struggled to figure out how to use digital tools, online resources, and apps
to continue their teaching online (Coman et al., 2020). Again, higher education faculty have
limited opportunities to learn how to teach with technology, including how to find, evaluate, adapt
and use technology to enrich learning. As a result, the majority of educators were completely
underprepared to design online learning experiences with technology when states and districts
started closing schools for COVID-19 (Agarwal, 2018).
2.8 Learning Management System
Learning Management Systems (LMS) are software programs for the administration,
documentation, tracking, reporting and delivery of electronic educational technology courses or
training programs (Stickney, Bento, Aggarwal, & Adlakha, 2019). LMSs range from systems for
managing training and educational records to software for distributing online or blended/hybrid
college courses over the Internet with features for online collaboration. Learning management
systems are the framework that handles all aspects of the learning process. They are the
infrastructure that distributes and manages instructional content, identifies and assesses individual
and organizational learning or training goals, tracks the progress towards meeting those goals,
collects and presents data for supervising the learning process of the organisation as a whole
(Stickney et al., 2019). Learning management systems are used for various purposes; Colleges and
universities use LMSs to deliver online courses and supplement on-campus courses; business
training departments use LMSs to deliver online training, as well as to automate recordkeeping
and employee registration (Washington, 2019).
18
There are now different types of learning management systems used by organisations to manage
online learning and deliver course materials to learners or students (Alenezi, 2018). LMSs possess
online course launching and tracking capabilities. That is, the ability to manage courses which mix
online and classroom instruction. Also, communication and collaboration tools have been
included as part of LMSs. These tools provide social learning and networking. LMSs also have
the ability to produce tests and assessments both as part of the courses and separately (Olivé,
Huynh, Reynolds, Dougiamas, & Wiese, 2020). Many vendors are beginning to add mobile
learning functionality to their LMSs so learning can be accessed on smartphones and other small
mobile devices. Along with mobile learning, social learning (offering tools like Facebook) is an
important new offering, which LMS providers are rushing to include (Olivé et al., 2020). Again,
some learning management systems are offered as software that is installed internally in the
institution (“behind the firewall”). Some are offered as hosted or SaaS (Software as a Service)
solutions which are also referred to as Cloud Computing and “on-demand” services (Balderas, De-
La-Fuente-Valentin, Ortega-Gomez, Dodero, & Burgos, 2018).
2.9 Challenges of Online Learning
Online learning is a very fast, quick and convenient way of learning in this contemporary world.
However, the course preparation might involve, for example, learning a new software application
to convey a concept more effectively or students may express their learning efforts via text, audio
or video and this may create many obstacles that students and lecturer must confront and overcome.
Researchers such as (Schwartz, Ahmed, Leschitz, Uzicanin, & Uscher-Pines, 2020) revealed that
the challenge of online-learning is the amount of time required to develop and maintain an online-
learning course. Online learning is costly to access information because it requires an internet
19
connection, computers and other devices for communication (Ferri, Grifoni, & Guzzo, 2020). To
facilitate in the online learning context, one cannot do away with challenges and (Schwartz et al.,
2020) suggested the following as a challenges in online learning: computer experience, computer
ownership, technical problems and time management. The study conducted by (Ferri et al., 2020)
revealed that students often complain about their lack of knowledge of ICT and state that lecturers
provide little support in that area. (Marbán & Mulenga, 2019) identified the following as factors
that impact on e-learning: lectures’ attitudes and teaching styles, student motivation, student
technical competency, student–student interaction, ease of access to the technology, infrastructure
reliability and lack of support at the postsecondary level. However, (Dube, 2020) asserted the
major challenges students face during online-learning is the poor nature of the network within
where students find themselves. He further stated that students fail to assess time bound
programmes and scheduled courses or appointed meetings with lectures due to the bad nature of
network in the community they find themselves.
2.10 Students’ Attitude towards Online Learning
(Bovermann & Bastiaens, 2020) revealed that students' attitude towards technology is an important
factor in online-learning fulfilment. According to (Albelbisi & Yusop, 2019) student attitude refers
to students’ impression of participating in online learning activities through computer usage.
Therefore, online learning depends largely on the utilisation of computers as a supporting tool.
(Kim, Hong, & Song, 2019) reveal that a more positive attitude toward ICT is when students are
not afraid of using technology as this will result in a more satisfactory and effective experience for
learners in an online learning environment since ICT tools are used to connect to the internet or
online. The researcher agrees that a positive attitude toward computers increases the odds of
20
successful online learning, while a negative attitude reduces interest. The studies by (Kim et al.,
2019) suggested that attitude may have influence on students’ adoption of technology.
Consideration of user attitude is an integral part of educational computer use, as attitudes influence
not only students' initial acceptance of IT but also their future behaviour regarding the technology
(Aguilera-Hermida, 2020) . In addition, (Lawrence & Tar, 2018) argues that the awareness of
students’ attitudes is crucial for a successful implementation of a new technology or software.
(Ahmadi & Reza, 2018) states that using new technologies contributes to the development of a
positive attitude by students towards learning.
2.11 Students’ Perceptions toward Online Learning
Students from different education and cultural backgrounds may have different perceptions
towards higher education particularly expectations related to teaching and learning (Seyfried &
Pohlenz, 2018). This may further affect students’ academic decisions, expectations, and
performance because of their different perceptions. In designing, developing, and delivering online
learning courses, students’ needs and perceptions should be central (Alqurashi, 2019). In addition,
failing to meet student expectations and needs may lead to low levels of student involvement
(Harsasi & Sutawijaya, 2018). Students’ perceptions of what constitutes effective instruction
transcend time and mode of delivery. Common elements of good teaching transcend time, place,
discipline, and instructional type. These qualities are accessibility and approachability, fairness,
open-mindedness, mastery and delivery, enthusiasm, humour, and knowledge and inspiration
imparted (Karamifar et al., 2019). Therefore the mentioned qualities are very important in
considering students’ perceptions about online learning.
21
CHAPTER THREE
3.0 METHODOLOGY
3.1 Study Area
The study was conducted in the Ashanti Region and Bono East Region of Ghana. The Ashanti
Region is located in south Ghana and it is the third largest of 16 administrative regions, occupying
a total land surface of 24,389 km2 (9,417 sq miles) or 10.2% of the total land area of Ghana. In
terms of population, however, it is the most populated region with a population of 4,780,380
according to the 2011 census, accounting for 19.4% of Ghana's total population. The Ashanti
Region is centrally located in the middle belt of Ghana. It lies between longitudes 0.15 0W and
2.250W, and latitudes 5.50N and 7.460N. The region shares boundaries with six of the sixteen
political regions, Bono, Bono East and Ahafo Regions in the north, Eastern region in the east,
Central region in the south and Western region in the South west.
The region is divided into 27 districts, each headed by a District Chief Executive. The Ashanti
Region is known for its major gold bar and cocoa production. The largest city and
regional capital is Kumasi. The region is endowed with schools from kindergarten to the university
including Kwame Nkrumah University of Science and Technology, University of Education
Winneba (Kumasi and Mampong campus), Kumasi Technical University among others.
The Ashanti Region has a variable terrain, coasts and mountains, wildlife sanctuary and strict
nature reserve and national parks, forests and grasslands, lush agricultural areas, and
near savannas, enriched with vast deposits of industrial minerals, most notably vast deposits
of gold.
22
There are two seasons the rainy season (April to November) and the dry season (December to
March).The land has several streams; the dry season, however is extremely desiccated. Map of the
study area is shown in the figure below.
Figure 1 : map of the study area
The Bono region is one of the 16 administrative regions of Ghana. It is as a result of the remainder
of Brong-Ahafo region when Bono East region and Ahafo region were created. Sunyani, also
known as the green city of Ghana is the regional capital. Sunyani can pride itself as the cleanest
23
capital city and a major conference destination. The region was created after Ahafo region and
Bono East region respectively have been carved out of the then Brong-Ahafo region.
The topography of this area is mainly characterized by a low elevation not exceeding 152 metres
above sea level. It lies between longitudes 7°45′N and 1°03′W, and latitudes 7.750°N and 1.050°N
It has moist semi-deciduous forest and the soil is very fertile. The region produces Cash crops like
cashew, timber etc. and food crops such as maize, cassava, plantain, cocoyam, tomatoes and many
others. Bono Region shares a border at the north with the Savannah Region, is bordered on the
west by Ghana-Côte d'Ivoire international border, on the east by Bono East, and on the south
by Ahafo Region. It has a population of about 1,082,520 according to Ghana statistical service in
2019 census. The region prides itself on having public institutions such as University of Energy
and Natural Resources, Sunyani Technical University, plus many other private educational
institutions. Map of the study area is shown in the figure below.
24
Figure 2 : map of the study area
3.2 Method
3.2.1 Research Design
The study employed survey design with the focus on obtaining answers to a series of questions
which are carefully planned and given out to participants. The study covered undergraduate
students from Kwame Nkrumah University of Science and Technology and University of
Education and Winneba Mampong campus. Questionnaire containing 33 items was used to gather
25
data from the students on the challenges and their perception towards the adoption of online
learning.
3.2.2 Instrument for Data Collection
A questionnaire is a tool for collecting data. A standardized questionnaire will ensure
comparability of data, increase speed and accuracy of recording, and facilitate data processing
(Malhotra 2004). The research questionnaire contained thirty three (33) closed-ended and open
ended questions with extensions to allow respondents the option or the chance of providing
additional information. The closed-ended questions were designed to allow ease of understanding
in order for respondents to feel at ease to provide responses. The open-ended questions were
provided with multiple choices of responses to allow respondents to express their views. Easterby-
Smith et al., (2008) explain that closed-ended questions are usually quicker and easier to answer
since it requires just the ticking of responses. Saunders et al., (2009) also make an observation that
closed-ended questions are easier to compare since they are predetermined.
3.3 Target Population
Wilson (2013) describes the target population as a list of the population of interest from which the
researcher selects the individuals for inclusion in the research. The target population for this
research is the final year BSc. environmental Health and Sanitation in education class, final year
BSc. Integrated science Education class all of University of Education Winneba, final year BSc.
Sociology class and final year BSc. Tourism class all of the Kwame Nkrumah University of
Science and Technology (Kumasi).
26
3.3.1 Sampling Technique
Sampling involves deciding who will be respondents in the study and enables researchers reduce
the amount of data needed to be collected by considering only data from a subgroup rather than all
possible elements. It is important because one cannot usually include everyone in a study, thus
there is the need to select a smaller group of participants from the larger population. In view of
this, the study will make use of probability sampling method, specifically stratified sampling. This
sampling technique will enable the researcher to partition the target population into relatively
homogenous subgroups that are distinct and non-overlapping. A simple random sampling
technique will be adopted to select each element from the subgroups.
3.3.2 Sample size
A sample size is a given number of respondents from the available population which is carefully
selected to be a representative of the whole population with the appropriate characteristics. The
sample size for the study is fifty students from KNUST, fifty students from UNER and fifty
students from UEW. The sample size for the study will be 150 students. Students from two
departments each from Kwame Nkrumah University of Science and Technology, University of
Education, Winneba Mampong campus and University of Energy and Natural resources will form
the sample size. Using the formula by Israel (2002), sample size will be calculated as:
𝑁
𝑛= ,
1 + N(𝑒)2
Where N is the target population, e is the standard error and n is the sample size.
With the target population (N) of 245, standard error/ level of significance (e) of 0.05
27
245 245
𝑛= 2
= = 150
1 + 245(0.05) 1.625
3.4 Data Analysis
The data collected were analyzed using Statistical Product and Service Solutions (SPSS) version
20. Descriptive statistics will be used to summarize response from respondents of the different
universities. Data collected was analyzed using cross tabulation. Statistical differences were
compared using chi-square and a P-value of < 0.05 will be considered as significant.
28
CHAPTER FOUR
4.0 RESULT
4.1 Socio Demographic Characteristics of Respondents
The age of the students in the three universities were significantly different (𝜒2 = 1.25, p < 0.05).
There were more people below 20 years in KNUST than UENR and AAMUSTED whereas most
of the students in three universities were between 21 and 30 years. Females formed majority of
52.7 % of the students and 90.7 % of students were married. Students level in the three universities
were significantly different (𝜒2 = 1.25, p < 0.001). Majority (92.7%) of the students were in the
three universities agreed that were introduced to the online teaching and learning. Moreover, most
(81.3 %) of the students were Akan and religion were mostly (92%) Christians.
Table 1: Summary of demographic characteristics of respondents
FACTORS GROUP UENR KNUST AAMUUSTED- TOTAL

M FREQUENCY
Age Under 20 years 5 29 5 39
21- 30 years 45 21 41 107
Above 30 years 2 1 1 4
Sex Male 26 22 23 71
Female 26 29 24 79
Level 100 22 29 5 56
200 23 16 13 52
300 7 5 26 38
400 0 1 3 4
Marital Married 3 4 5 12
status Singled 48 47 41 136
Separated 1 0 1 2
Ethnicity Akan 43 44 35 122
Dagbani 5 0 2 7
Ga 1 2 1 4
Ewe 1 1 4 6
Others 2 4 5 11
Religion Christianity 47 48 43 138
Islamic 4 0 4 8
Traditional 1 3 0 4
(Source: Field Survey, 2021)
29
4.2 Student’s Perception about Online Learning
More than half (94.2%) of the students in UENR agreed that, they were introduced to the online
teaching and learning. Also, most (48.1%) of the students in UENR agreed that, the online platform
was good from Table 2. About 40.4% of the students used their mobile phones for assessing the
online teaching and learning. Most (46.2%) of the students agreed that the effectiveness of the
online platform was manageable in UENR.
More than half (90.2%) of the students in KNUST agreed that, they were introduced to the online
teaching and learning. Also, from Table 2, most (44%) of the students in KNUST agreed that the
online platform was good. About 62% of the students used their phone for the online teaching and
learning. Most (52.9%) of the students agreed that the effectiveness of the online platform was
manageable in KNUST.
Majority (95.7%) of the students in Table 2, in AAMUSTED-M agreed that were introduced to
the online teaching and learning. Also, most (44.4%) of the students in AAMUSTED-M agreed
that the online platform was good. About 64.4 % of the students used their mobile phone for
assessing the online teaching and learning. Most (52.9%) of the students agreed that the
effectiveness of the online platform was not reliable in AAMUSTED-M.
30
Table 2 : Perception of Students towards online learning
FACTORS GROUP UENR KNUST AAMUUSTED- TOTAL

M FREQUENCY
Were you introduce to Yes 50 46 45 141
online learning No 2 5 2 9
Online platform used LMS 39 2 37 78
Zoom 6 36 7 49
Google 3 9 0 12
classroom
WhatsApp 4 3 1 8
View about online Excellent 8 4 4 16
learning Good 25 22 20 67
Satisfactory 12 11 14 37
Very terrible 7 13 7 27
Electronic device used Computer 5 2 1 8
Phone 21 31 29 81
Laptop 11 7 6 24
Both phone 15 10 9 34
and laptop
Effectiveness of online Very 2 6 11 19
platform adopted effective 23 10 20 53
Not reliable 3 8 2 13
Not effective 24 27 12 63
Manageable
(Source: Field Survey, 2021)
31
4.3 The Online Teaching and Online Materials Platform Used
Most (75%) of the students agreed that they used LMS for their online teaching and learning in
UENR and only 5.8% of the students in UENR used google platform for their online teaching and
learning figure 3. More than half (72%) of the students in KNUST also agreed that they used Zoom
for their teaching and learning whilst only 4% of the students in KNUST used LMS as their
platform for online teaching and learning. About (82.2%) of the students in AAMUSTED-M used
LMS for their online teaching and learning whilst none of the students in AAMUSTED-M used
WhatsApp for their online teaching and learning.
Online platform used by students

45
40
UENR
35
KNUST
Number of students
30 AAMUSTED-M
25
20
15
10
0
LMS Zoom Google classroom Whatsapp
Online platform used
Figure 3: Response on the form of online teaching and materials platform used
4.4 Students’ Perception about Online Learning
From Table 3, more than half (69.2%) of the students in UENR agreed that they would like to use
the above chosen platform frequently. However, most of the students (63.5%) in UENR also
32
agreed that they felt very confident using the online platform. About half of the students (50%)
strongly disagreed that they found the online platform cumbersome whilst most of the students
(51.9%) strongly disagreed that the online platform was very easy to use in UENR. More than half
of the students (59.6%) agreed that, they need to learn a lot about the platform before they could
effectively use it in UENR. About 53.8% of the students in UENR agreed that they did find the
online learning very fruitful. Moreover, majority (55.8%) of the students in UENR agreed that
they would like to advice other tertiary students to adopt the online learning.
Majority (52.9%) of the students in KNUST from Table 3 strongly disagreed that they would like
to use the above chosen platform frequently. However, most of the students (49%) in KNUST also
agreed that they felt very confident using the online platform. Majority of the students (52.9%)
agreed that they found the online platform cumbersome whilst about (45.1%) students strongly
disagreed that the online platform was very easy to use in KNUST. More than half of the students
(58.8%) agreed that they need to learn a lot about the platform before they could effectively use it
in KNUST. About 51% of the students in KNUST agreed that they did find the online learning
very fruitful. Moreover, majority (49%) of the students in KNUST agreed that they would like to
advice other tertiary students to adopt the online learning.
From Table 3, majority (53.2%) of the students agreed that they would like to use the above chosen
platform frequently in AAMUSTEM-M. However, most of the students (48.9%) in AAMUSTEM-
M also strongly agreed that they felt very confident using the online platform. Majority of the
students (42.6%) agreed that they found the online platform cumbersome whilst about (57.4%)
students strongly disagreed that the online platform was very easy to use in AAMUSTEM-M.
About (42.6%) of the students agreed that they need to learn a lot about the platform before they
could effectively use it in AAMUSTEM-M. Most of the students (48.9%) of the students in
33
AAMUSTEM-M agreed that they did find the online learning very fruitful. Moreover, majority
(46.8%) of the students in AAMUSTEM-M agreed that they would like to advice other tertiary
students to adopt the online learning
Table 3 : Students’ Perception about Online Learning

KNUST AAMUSTED- TOTAL
FACTORS CATEGORIES UENR M FREQUENCY
Strongly
12 27 18 57
I will like to use the above Disagree
chosen platform frequently Agree 36 19 25 80
Strongly Agree 4 5 4 13
Strongly
16 21 23 60
I felt very confident using the Disagree
online platform Agree 33 25 21 79
Strongly
26 18 18 62
I found the online platform Disagree
cumbersome Agree 15 27 20 62
Strongly
27 20 27 74
The online platform was very Disagree
easy to use Agree 21 23 15 59
Strongly
I need to learn a lot about the 9 15 8 32
Disagree
platform before i could
Agree 31 30 20 81
effectively use it
Strongly
18 17 17 52
I did find the online learning Disagree
very fruitful Agree 28 26 23 77
Strongly
I would like to advice other 18 22 15 55
Disagree
tertiary students to adopt the
Agree 29 25 22 76
online learning
Source: (Field Survey, 2021)
34
4.5 Challenges Students Faced in Adopting the Online Teaching and Learning
Most of the students (84.6%) in UENR as illustrated in Figure 4 were in support that they faced
any challenges in adopting the online teaching and learning. However, most of the students
(76.5%) in KNUST were also in support that they faced any challenges in adopting the online
teaching and learning. More than half of the students (87.2%) in AAMUSTEM-M were also in
support that they faced any challenges in adopting the online teaching and learning.
Challenges faced during online learning

50
45
40 Yes
35 No
No of students
30
25
20
15
10
0
UENR KNUST AAMUSTED-M
Challenges faced during online learning
Figure 4: Challenges in adopting the online teaching and learning
4.6 Challenges students faced during the online teaching and learning
From Table 4, most of the students (51.9%) strongly disagreed that they were not able to meet
every students needs whilst most of the students (38.5%) strongly disagreed that the online
35
platform was time consuming in UENR. About 46.2% of the students in UENR strongly disagreed
that not all students follow the online lessons. More than half of the students (55.8%) in UENR
agreed that not all students had access to internet or phone or laptop. Also, majority (42.3%) of the
students in UENR also strongly disagreed that students interaction among them was difficult to
maintain. About 57.7% students agreed that lack of training in using the online platform in UENR.
More than half (59.6%) of the students agreed that some students could not afford the access of
online due to lack of data. Most of the student (57.7%) also strongly disagreed that not all students
attend the lecture in UENR. About 36.5% of the students strongly agreed that their eye troubles
as a result of sitting for longtime. Lastly, more than half of the students in UENR (51.9%) agreed
that their internet distorted during the course of lecture.
Table 4 showed that majority of the students in KNUST (51%) strongly disagreed that they were
not able to meet every students needs whilst most of the students (45.1%) strongly agreed that the
online platform was time consuming in KNUST. About 60.8% of the students in KNUST agreed
that not all students follow the online lessons. More than half of the students (58.8%) in KNUST
agreed that not all students had access to internet or phone or laptop. Also, majority (51%) of the
students in KNUST also strongly disagreed that students interaction among them was difficult to
maintain. About 58.8% students strongly disagreed that lack of training in using the online
platform in KNUST. More than half (51%) of the students agreed that some students could not
afford the access of online due to lack of data. Most of the student (45.1%) also agreed that not all
students attend the lecture in KNUST. About 39.2% of the students strongly disagreed that their
eye troubles as a result of sitting for longtime. Lastly, more than half of the students (51%) agreed
that their internet distorted during the course of lecture.
36
More than half of the students (48.9%) in table 4 agreed that they were not able to meet every
students needs whilst most of the students (48.9%) strongly disagreed that the online platform was
time consuming in AAMUSTEM-M. About 61.7% of the students in AAMUSTEM-M agreed that
not all students follow the online lessons. More than half of the students (66%) in AAMUSTEM-
M agreed that not all students had access to internet or phone or laptop. Also, majority (59.6%) of
the students in AAMUSTEM-M also strongly disagreed that students interaction among them was
difficult to maintain. About 51.1% students agreed that lack of training in using the online platform
in AAMUSTEM-M. More than half (51.1%) of the students agreed that some students could not
afford the access of online due to lack of data. Most of the student (46.8%) also neither agreed nor
strongly disagreed that not all students attend the lecture in AAMUSTEM-M. About 46.8% of the
students strongly disagreed that their eye troubles as a result of sitting for longtime. Lastly, more
than half of the students (55.3%) agreed that their internet distorted during the course of lecture.
37
Table 4: Challenges students faced during online teaching and learning
Name of institution
FACTORS CATEGORIES UNER KNUST AAMUSTED TOTAL
-M FREQUENCY
Strongly
27 26 21 74
Inability to meet every Disagree
student need Agree 21 20 23 64
Strongly
20 18 23 61
The online learning was time Disagree
consuming Agree 17 10 13 40
Strongly
24 17 17 58
Not all students follow the Disagree
online lessons Agree 23 31 29 83
Strongly
Not all students have access 19 18 13 50
Disagree
to internet or own a good
Agree 29 30 31 90
phone or laptop
Strongly
Students interaction among 21 26 28 75
Disagree
themselves was difficult to
Agree 22 19 13 54
maintain
Strongly
17 30 18 65
Lack of training in using the Disagree
online platform Agree 30 14 24 68
Strongly
Some students could not 17 22 20 59
Disagree
afford the access of online
Agree 31 26 24 81
due to lack of data
Strongly
30 21 22 73
Not all students attend the Disagree
lecture Agree 17 23 22 62
Strongly
18 20 22 60
Eye troubles as a result of Disagree
sitting for longtime Agree 15 16 13 44
38
Strongly
18 20 22 60
Eye troubles as a result of Disagree
sitting for longtime Agree 15 16 13 44
Source: (Field Survey, 2021)
4.7 Discussions from the Three Universities
The results of this study revealed that, most of the students’ in Ghanaian tertiary institutions were
young adults. This means that the future of education in Ghana is bright because many youth are
into education. This study agrees with the study by Baba et al. (2013) who studied the demographic
factors and students’ academic achievement in tertiary institutions in Ghana and found most of the
students’ populace to be between the 21-30yrs group.
The results of the study also revealed that, the enrollment of females in the selected tertiary
institutions was relatively higher than the males and this could be attributed to the programmes or
courses they offer in the selected universities as some programmes are gender biased. The study
is in line with the study by Akyina (2019) who studied the factors influencing the choice of
bachelor of education programme in college of agriculture education.
From the results, majority of the student’s populace in tertiary institutions in Ghana were from the
first-year group which is as a result of the increase in the intake of students every year. Results of
the study also revealed that, most of the students in the three universities were not married. Akan
was the most dominated ethnic group in the selected schools because the schools are located on
Akan land. Christians formed majority of the religious groups in the selected universities due to
the fact that, Ghana is a Christian country. This study agrees with the study by Baba et al. (2013)
who studied the demographic factors and students’ academic achievement in tertiary institutions
39
in Ghana. The results from the study showed that, the usage of online learning was embraced by
the tertiary students as they saw it to be more effective and convenient. This study is in line with
the study by Dampson et al. (2020) who studied COVID-19 and Online Learning: a SWOT
analysis of users’ perspectives on learning management system of university of education,
Winneba, Ghana. The results of the study support the study by Aboagye et al. (2021) who studied
the challenges faced by students in tertiary institutions in using online learning during COVID-19
pandemic era.
40
CHAPTER FIVE
5.0 CONCLUSIONS
5.1 Introductions
This chapter presents a summary of the research findings, gives conclusion and further gives
recommendation of the research findings. This chapter also gives the contribution of the research
to the body of knowledge.
5.2 Summary of Research Findings
The study sought to assess the perception and challenges of online learning by students in some
selected tertiary institutions in Ghana. The quantitative research design was adopted for the study.
Using probability sampling techniques specifically stratified sampling, simple random sampling
technique and the questionnaires were administered to 150 students in some selected tertiary
institutions in Ghana. The data collected were analyzed using the Statistical Product and Service
Solutions (SPSS) version 20. Descriptive statistics was used to summarize response from
respondents of the different universities. Data collected was analyzed using cross tabulation.
Statistical differences were compared using chi-square and a P-value of < 0.05 was considered as
significant.
5.3 Conclusions
Based on the results of this study, the following conclusions were made;
❖ Most of the students’ in Ghanaian tertiary institutions were young adults.
❖ The usage of online learning was embraced by the tertiary students as they saw it to be
more effective
41
❖ The electronic device used by most students for assessing online teaching and learning was
mobile phone
❖ One of the challenges students faced in the three universities about online learning was
high cost in purchasing data bundles for assessing the online learning platforms.
5.4 Recommendation
Based on the findings of the study, the following recommendations were made
❖ The study therefore recommends that the tertiary institutions should provide free
internet access to the students to assist them in their online teaching and
learning.
❖ Also, it is recommended that the government and other NGOs should provide
free android phone to student to assist them in their online learning.
❖ Finally, the study also recommends that appropriate training should be given to
the students on using the online learning platform.
42
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51
LIST OF APPENDICES
UNIVERSITY OF EDUCATION, WINNEBA
COLLEGE OF AGRICULTURE EDUCATION
FACULTY OF SCIENCE AND ENVIRONMENT EDUCATION
MAMPONG –ASHANTI
QUESTIONNAIRE
TOPIC: ASSESSING THE PERCEPTION AND CHALLENGES OF ONLINE

LEARNING BY STUDENTS IN SOME SELECTED TERTIARY INSTITUTIONS IN
GHANA.
This questionnaire is aimed at soliciting information from students on the perception and
challenges about online learning. Please tick where appropriate. [All information provided will
be treated as strictly confidential and for academic purpose only and has no prejudices for future
endeavours]
Demographic characteristics of respondents
1) Name of respondent ………………………………………………………...

2) Name of institution …………………………………………………………
3) Name of faculty …………………………………………………………….
4) Age of respondent a. under 20[ ]1 b. 21-30[ ]2 c. Above 30[ ]3
5) Sex of respondent a. male[ ]1 b. female[ ]2
6) Marital status Single[ ]1 married[ ]2 Divorce[ ]3 Separate[ ]4
7) Ethnicity Akan[ ]1 Dagbani[ ]2 Ga[ ]3 Ewe[ ]4 others……………
8) Religion Christianity [ ]1 Islam [ ]2 Traditional worshipper [ ]3 Others please
specify………………………………
9) Which level were you during the COVID-19 pandemic 100[ ]1 200 [ ]2 300[ ]3
400 [ ]4
52
Perception about online learning
10. Were you introduced to the online teaching and learning? Yes [ ] 1 No [ ] 2
11. If yes what online teaching and learning materials platform did you use? LMS [ ] 1
Zoom [ ]2 Google classroom [ ]3 WhatsApp [ ]4
12 What is your view about the online learning? Excellent [ ]1 Good [ ]2 Satisfactory [
]3 Very terrible [ ]4
13. Which electronic device did you use for the online teaching and learning? Computer [ ]1
phone [ ]2 laptop [ ]3 Both phone and laptop [ ]4
14. How effective was the online platform adopted? Very effective [ ]1 Not reliable [ ]2
Not effective [ ]3 manageable [ ]4
Indicate whether you agree, strongly agree or strongly disagree with the following
statements.
Indicate whether you strongly agree, agree or Strongly Agree Strongly

disagree with the following statements Disagree agree
15. I will like to use the above chosen platform
frequently
16. I felt very confident using the online platform
17. I found the online platform cumbersome
18. The online platform was very easy to use
19. I need to learn a lot about the platform before I could
effectively use it
20 I did find the online learning very fruitful
21. I would like to advice other tertiary students to adopt
the online learning
Challenges in adopting the online teaching and learning
22. Did you face any challenge in adopting the online teaching and learning?
Yes [ ] 1 No [ ] 2
53
From Q23-Q32: Kindly tick by indicating whether you agree, strongly agree, strongly
disagree with the following statements
Category of challenges students face during the online Agree Strongly Strongly
teaching and learning agree disagree
23. Inability to meet every students needs
24. The online learning was time consuming
25. Not all students follow the online lessons
26. Not all students have access to internet or own a good
phone or laptop
27. Students interaction among themselves was difficult to
maintain
28. Lack of training in using the online platform
29. Some students could not afford the access of online
due to lack of data
30. Not all students attend the lecture
31. Eye troubles as a result of sitting for long time
32. Internet distortion during the course of lecture
How to improve online teaching and learning
33. What do you think can be done to improve students experience with the online teaching and
learning?
1…………………………………………………………………………………………………
2……………………………………………………………………………………………………
3……………………………………………………………………………………………………
4……………………………………………………………………………………………………
5……………………………………………………………………………………………………
THANKS FOR YOUR COORPERATION
54

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UNIVERSITY OF EDUCATION, WINNEBA

COLLEGE OF AGRICULTURE EDUCATION

FACULTY OF SCIENCE EDUCATION

ASSESSING THE PERCEPTION AND CHALLENGES OF ONLINE LEARNING BY

STUDENTS IN SOME SELECTED TERTIARY INSTITUTIONS IN GHANA

MICHAEL OWUSU FRIMPONG

A RESEARCH WORK SUBMITTED TO THE FACULTY OF ENVIRONMENTAL

HEALTH AND SANITATION EDUCATION OF UNIVERSITY OF EDUCATION

WINNEBA, IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE

AWARD OF A BACHELOR OF SCIENCE DEGREE (B.Sc.) IN ENVIRONMENTAL

HEALTH AND SANITATION EDUCATION.

enablement to accomplish this task. My next sincere thanks go to my supervisor

make this project a reality.

richly bless you.

you according to his riches.

contributions in diverse ways towards my education.

CONTENT ............................................................................................................................ PAGE

DECLARATION..............................................................................Error! Bookmark not defined.

LIST OF TABLES ...................................................................................................................... vii

LIST OF FIGURES .................................................................................................................... vii

ABSTRACT ................................................................................................................................ viii

CHAPTER ONE ........................................................................................................................... 1

1.1 Background of the Study ..................................................................................................... 1

1.2 Problem Statement ............................................................................................................... 2

1.3 Objective of the study .......................................................................................................... 4

1.3.1 Main objective .................................................................................................................. 4

1.3.2 Specific objectives............................................................................................................ 4

1.4 Research questions ............................................................................................................... 5

1.5 Significance of the Study ..................................................................................................... 5

1.6 Organization of the Study .................................................................................................... 6

1.7 Limitation of the Study ........................................................................................................ 6

1.8 Delimitation of the Study ..................................................................................................... 6

CHAPTER TWO .......................................................................................................................... 8

2.0 LITERATURE REVIEW ................................................................................................. 8

2.2 Learning ............................................................................................................................... 9

2.3 Online Learning and its Growing Importance ................................................................... 10

2.4 The Use of Technology in Education ................................................................................ 11

2.5 COVID-19 Pandemic and Higher Education ..................................................................... 12

2.6 Higher Education Institutions in Ghana and Online Learning........................................... 14

2.6.1 University of Education, Winneba ................................................................................. 14

2.6.2 Kwame Nkrumah University of Science and Technology ............................................. 15

2.7 Higher Education Transition to Online Learning .............................................................. 16

2.8 Learning Management System .......................................................................................... 18

2.9 Challenges of Online Learning .......................................................................................... 19

2.10 Students’ Attitude towards Online Learning ..................................................................... 20

2.11 Students’ Perceptions toward Online Learning ................................................................. 21

CHAPTER THREE .................................................................................................................... 22

3.0 METHODOLOGY .......................................................................................................... 22

3.1 Study Area ......................................................................................................................... 22

3.2 Method ............................................................................................................................... 25

3.2.1 Research Design ............................................................................................................. 25

3.2.2 Instrument for Data Collection ....................................................................................... 26

3.3 Target Population ............................................................................................................... 26

3.3.1 Sampling Technique ....................................................................................................... 27

3.3.2 Sample size..................................................................................................................... 27

3.4 Data Analysis ..................................................................................................................... 28

4.1 Socio Demographic Characteristics of Respondents ......................................................... 29

4.2 Student’s Perception about Online Learning ..................................................................... 30

4.3 The Online Teaching and Online Materials Platform Used............................................... 32

4.4 Students’ Perception about Online Learning ..................................................................... 32

4.7 Discussions from the Three Universities ........................................................................... 39