Dr Cecilia Obi Nja, Dr Sanda Francis Ademola & Oyovwikoghene Sunday
Abstract
The study examined the relationship between synchronous and asynchronous online learning and chemistry students’ engagement. The study utilized two hypotheses. The survey research design was used in this study. A questionnaire titled “Influence of Online Learning on Student Engagement Questionnaire” (IOLSEQ) was used as the instrument for data collection. The sample included 200 randomly selected students from the Science Education department of the University of Calabar. Analysis done using the Pearson Product Moment Correlation Coefficient at 0.05 level of significance revealed that synchronous and asynchronous online learning significantly relate to students’ engagement. Recommendations include promoting awareness on the benefits of online learning, educating students on proper device use, and providing the necessary facilities and training for effective implementation.