APPLICATION AND EFFECTIVENESS OF THE ZOOM APP IN TERTIARY INSTITUTIONS FOR TEACHING AND LEARNING ECONOMICS (A CASE STUDY OF UNILAG)

INTRODUCTION TO CHAPTER ONE 1.1 BACKGROUND TO THE STUDY

 

As practically all of the world’s countries confronted the problems of the COVID-19 pandemic in 2020, the use of information and communication technology facilities for teaching and learning became an option. This became critical in order to maintaining social distance as a crucial protective step against the spread of the fatal virus.

 

Nonetheless, information and communication technology (ICT) has transformed educational delivery. This is due to the benefits associated with the use of information and communication technology in education. Okenwa (2008) agrees, claiming that the use of Information and Communication Technology (ICT) has advanced the creation of communication and multimedia devices capable of receiving and processing data into information and storing both the data and information for future use and reference.

 

ICT also allows students and instructors to engage with one another using zoom cloud application technology, allowing for faster and easier access to more complete and up-to-date information (Chipunza, 2013).

 

According to the above, zoom cloud technology is a group, cloud-based video conferencing service that offers features such as online meetings, group chat, and secure session recording. According to Achibald and Barnald (2018), zoom cloud enables real-time communication with geographically scattered persons through a computer systems, tablets, or mobile devices. Unlike many other technologies, Zoom Cloud offers a number of additional advantages that enhance its potential instructional delivery value.

 

According to Braun, Clarke, and Grey (2017), one important advantage of zoom cloud is its ability to securely record and save sessions without the need for third-party software. Other important security features include user-specific identification, real-time conference encryption, and the ability to back up recordings to an online distant server network that can only be shared securely for the purpose of cooperation (Davitti, 2019).

 

Zoom cloud meetings are a highly useful alternative application for virtual conferences that allows you to engage with a large number of people without establishing physical contact and may fulfill learning needs in today’s digital age (Pratiwi, Afandi, & Wahyuni, 2019). This app is used for video conferencing rather than face-to-face meetings in the classroom. It is compatible with computers, laptops, Android devices, and mobile phones. Students who do not have a laptop may participate in online classes using their smartphones. The Zoom meeting tool is very handy for distant communication; all instructors’ explanations may be transmitted instantly without the need to meet physically.

 

Zoom encourages discussions between lecturers and students, as well as among students, through direct interaction with video conference, which is supported by zoom features such as raising hand and group messages, to ensure that if there are sound issues, the students are assisted with the available chat features. Some Zoom capabilities enable professors to give and assess four language skills via comprehensive interactions with Economics students, as well as communicate the meaning of information in a variety of methods (Guzacheva, 2020).

 

Zoom cloud meetings actually benefit the learning process in the challenging scenario of the current pandemic, and may assist students with access to information and communication in the learning procedure. Previous research on the use of Zoom cloud meetings has been conducted. (Shadat, Sayem, Taylor, Mcclanachan, & Mumtahina, 2017) observed that adopting Zoom for remote learning for Engineering students is more participatory, promotes total satisfaction, and gives beneficial learning experiences. Zoom’s revolutionary technology improves learning results for diverse categories of pupils.

 

The classroom action research concerning the e-learning model with zoom application to enhance the capability of giving strengthening skills in mathematics learning was carried out to the fourth-semester students of the mathematics education study program at Bengkulu University, and the results suggested that the lecturer tasks in the teaching-learning process with e-learning model with zoom application remained in a high category, and the students’ activities improved and the ability to o (Andriyani & Sari, 2020).

 

Nonetheless, Crompton (2013) and Cohari (2013) highlighted that the misuse of zoom cloud technology in teaching and learning may induce confusion and cognitive overload, which may interrupt rather than increase learning. Regardless of the shortcomings that may result from the misuse of zoom cloud technology in teaching and learning in the Economics classroom, studies by Chipunza (2013) and Mbah (2016) have validated that the use of zoom cloud technology in the classroom would undoubtedly provide teachers with a much more efficient method of transferring knowledge and information to students, and allow students to learn in a much more productive way.

 

Nonetheless, these are theoretical notions that have not been experimentally demonstrated to be the case among Nigerian economists. This research intended to explore the use and usefulness of the Zoom app in teaching and learning Economics in tertiary institutions, utilizing the University of Lagos (UNILAG) as a case study. 1.2

 

Formulation of the Problem Education’s challenges are still many and becoming more complicated, necessitating a suitable contribution of mind to address them. As educators, we should not be able to stay mute in dealing with these issues, therefore we should do all we can to overcome them, whether by writing, conversation, or actual practice as educators in the teaching and learning process. So it is not only dialogue but there is a real shape in the learning and teaching process. To address the online learning model, the instructor or lecturer must first grasp the application model that enables for online learning activities. Of course, the application selected by the instructor has also been mastered by the pupils, ensuring a seamless learning experience.

 

Another issue that has to be addressed is that students will have difficulty having consultations with lecturers, particularly in Economics, which is a subject that is thought to need more explanation and comprehension. To address this, it is vital to use the Zoom app to conduct online learning activities that enable lecturers to connect and communicate more effectively. On that basis, the purpose of this research is to look at the use and usefulness of the Zoom app in teaching and learning Economics in tertiary institutions, utilizing the University of Lagos (UNILAG) as a case study. 1.3

 

The Study’s Objectives The primary goal of this research is to look at the use and usefulness of the Zoom app in teaching and learning Economics in tertiary institutions, using the University of Lagos (UNILAG) as a case study. However, the precise goals are as follows: I Determine the functions of the Zoom app in online teaching and learning ii) To investigate the impact of the Zoom app in online teaching and learning on student academic achievement. iii) To comprehend the impact of the Zoom app on economics instruction. iv) To identify the difficulties associated with utilizing the Zoom app in teaching and learning. 1.4

 

Research Suggestions The following are among the study’s research questions: What are the functions of the Zoom app in online teaching and learning? ii) Is there a link between online teaching and learning using the Zoom app and student academic performance? iii) What influence does the Zoom app have on Economics teaching? iv) What are the drawbacks of utilizing the Zoom app in teaching and learning? 1.5 Hypotheses for Research The following assertions will serve as research hypotheses for this study: I There is no substantial relationship between zoom app online teaching and learning and student academic achievement. ii) There is no substantial relationship between the Zoom app and Economics instruction. 1.6 Importance of the Research Using the University of Lagos (UNILAG) as a case study, this study explores the use and usefulness of the Zoom app in teaching and learning Economics at tertiary institutions.

 

The researcher prefers to provide practical findings and suggestions for teachers, educationalists, students, and researchers by doing this study and evaluating the outcomes. This research advises instructors to include such technologies and innovative tactics in their Economics classes. As a result, they will reevaluate the design of a lesson plan and include technology in the teaching of Economics.

 

Furthermore, this research assists educationalists in developing a curriculum that promotes technology for a better learning experience for Economics students at the institution, as well as in creating a pleasant atmosphere for the students. Furthermore, this study may assist students to grasp the complexities of Economics and develop new strategies to detect their weaknesses in order to increase their willingness to learn. Finally, future researchers and scholars in the area will use this study to enhance the methods of integrating technology into education in order to meet the diverse demands of students in the learning environment, particularly at the University of Lagos (UNILAG). 1.7

 

Scope of the Research Using the University of Lagos (UNILAG) as a case study, this study explores the use and usefulness of the Zoom app in teaching and learning Economics at tertiary institutions. As a result, this research will be thoroughly conducted among UNILAG Economics students of all levels.

 

1.1 Introduction to the Research

As practically all of the world’s countries confronted the problems of the COVID-19 pandemic in 2020, the use of information and communication technology facilities for teaching and learning became an option. This became critical in order to maintaining social distance as a crucial protective step against the spread of the fatal virus.

 

Nonetheless, information and communication technology (ICT) has transformed educational delivery. This is due to the benefits associated with the use of information and communication technology in education. Okenwa (2008) agrees, claiming that the use of Information and Communication Technology (ICT) has advanced the creation of communication and multimedia devices capable of receiving and processing data into information and storing both the data and information for future use and reference.

 

ICT also allows students and instructors to engage with one another using zoom cloud application technology, allowing for faster and easier access to more complete and up-to-date information (Chipunza, 2013).

 

According to the above, zoom cloud technology is a group, cloud-based video conferencing service that offers features such as online meetings, group chat, and secure session recording. According to Achibald and Barnald (2018), zoom cloud enables real-time communication with geographically scattered persons through a computer systems, tablets, or mobile devices. Unlike many other technologies, Zoom Cloud offers a number of additional advantages that enhance its potential instructional delivery value.

 

According to Braun, Clarke, and Grey (2017), one important advantage of zoom cloud is its ability to securely record and save sessions without the need for third-party software. Other important security features include user-specific identification, real-time conference encryption, and the ability to back up recordings to an online distant server network that can only be shared securely for the purpose of cooperation (Davitti, 2019).

 

Zoom cloud meetings are a highly useful alternative application for virtual conferences that allows you to engage with a large number of people without establishing physical contact and may fulfill learning needs in today’s digital age (Pratiwi, Afandi, & Wahyuni, 2019). This app is used for video conferencing rather than face-to-face meetings in the classroom. It is compatible with computers, laptops, Android devices, and mobile phones. Students who do not have a laptop may participate in online classes using their smartphones. The Zoom meeting tool is very handy for distant communication; all instructors’ explanations may be transmitted instantly without the need to meet physically.

 

Zoom encourages discussions between lecturers and students, as well as among students, through direct interaction with video conference, which is supported by zoom features such as raising hand and group messages, to ensure that if there are sound issues, the students are assisted with the available chat features.

 

Some Zoom capabilities enable professors to give and assess four language skills via comprehensive interactions with Economics students, as well as communicate the meaning of information in a variety of methods (Guzacheva, 2020). Zoom cloud meetings actually benefit the learning process in the challenging scenario of the current pandemic, and may assist students with access to information and communication in the learning procedure.

 

Previous research on the use of Zoom cloud meetings has been conducted. (Shadat, Sayem, Taylor, Mcclanachan, & Mumtahina, 2017) observed that adopting Zoom for remote learning for Engineering students is more participatory, promotes total satisfaction, and gives beneficial learning experiences. Zoom’s revolutionary technology improves learning results for diverse categories of pupils.

 

The classroom action research concerning the e-learning model with zoom application to enhance the capability of giving strengthening skills in mathematics learning was carried out on the fourth-semester students of the mathematics education study program Bengkulu University, and the results suggested that the lecturer tasks in the teaching-learning process with e-learning model with zoom application remained in a high category, and the students’ activities improved and the ability to o (Andriyani & Sari, 2020).

 

Nonetheless, Crompton (2013) and Cohari (2013) highlighted that the misuse of zoom cloud technology in teaching and learning may induce confusion and cognitive overload, which may interrupt rather than increase learning. Regardless of the shortcomings that may result from the misuse of zoom cloud technology in teaching and learning in the Economics classroom, studies by Chipunza (2013) and Mbah (2016) have validated that the use of zoom cloud technology in the classroom would undoubtedly provide teachers with a much more efficient method of transferring knowledge and information to students, and allow students to learn in a much more productive way.

 

Nonetheless, these are theoretical notions that have not been experimentally demonstrated to be the case among Nigerian economists. This research intended to explore the use and usefulness of the Zoom app in teaching and learning Economics in tertiary institutions, utilizing the University of Lagos (UNILAG) as a case study.

 

1.2 Formulation of the Problem

Education’s challenges are still many and becoming more complicated, necessitating a suitable contribution of mind to address them. As educators, we must not stay quiet in the face of these issues. As a result, we may solve the difficulty to the greatest extent possible via writing, conversation, or actual experience as educators in the teaching and learning process. So it is not only dialogue but there is a real shape in the learning and teaching process.

 

To address the online learning model, the instructor or lecturer must first grasp the application model that enables for online learning activities. Of course, the application selected by the instructor has also been mastered by the pupils, ensuring a seamless learning experience. Another issue that has to be addressed is that students will have difficulty having consultations with lecturers, particularly in Economics, which is a subject that is thought to need more explanation and comprehension. To address this, it is vital to use the Zoom app to conduct online learning activities that enable lecturers to connect and communicate more effectively. On that basis, the purpose of this research is to look at the use and usefulness of the Zoom app in teaching and learning Economics in tertiary institutions, utilizing the University of Lagos (UNILAG) as a case study.

 

1.3 The Study’s Objectives

The primary goal of this research is to look at the use and usefulness of the Zoom app in teaching and learning Economics in tertiary institutions, using the University of Lagos (UNILAG) as a case study. However, the precise goals are as follows:

I To identify the functions of the Zoom app in online teaching and learning.

ii) To investigate the impact of the Zoom app online teaching and learning on student academic achievement.

iii) To comprehend the impact of the Zoom app on economics instruction.

iv) To identify the difficulties associated with utilizing the Zoom app in teaching and learning.

1.4 Research Suggestions

The following are among the study’s research questions:

I What are the functions of the Zoom app in online teaching and learning?

ii) Is there a link between online teaching and learning using the Zoom app and student academic performance?

iii) What influence does the Zoom app have on Economics teaching?

iv) What are the drawbacks of utilizing the Zoom app in teaching and learning?

1.5 Hypotheses for Research

The following assertions will serve as research hypotheses for this study:

There is no substantial relationship between zoom app online teaching and learning and student academic achievement.

ii) There is no substantial relationship between the Zoom app and Economics instruction.

1.6 Importance of the Research

Using the University of Lagos (UNILAG) as a case study, this study explores the use and usefulness of the Zoom app in teaching and learning Economics at tertiary institutions. The researcher prefers to provide practical findings and suggestions for teachers, educationalists, students, and researchers by doing this study and evaluating the outcomes.

 

This research advises instructors to include such technologies and innovative tactics in their Economics classes. As a result, they will reevaluate the design of a lesson plan and include technology in the teaching of Economics. Furthermore, this research assists educationalists in developing a curriculum that promotes technology for a better learning experience for Economics students at the institution, as well as in creating a pleasant atmosphere for the students. Furthermore, this study may assist students to grasp the complexities of Economics and develop new strategies to detect their weaknesses in order to increase their willingness to learn. Finally, future researchers and scholars in the area will use this study to enhance the methods of integrating technology into education in order to meet the diverse demands of students in the learning environment, particularly at the University of Lagos (UNILAG).

 

1.7 Scope of the Research

Using the University of Lagos (UNILAG) as a case study, this study explores the use and usefulness of the Zoom app in teaching and learning Economics at tertiary institutions. As a result, this study will be strictly conducted among UNILAG Economics students of all levels.