The Influence of Online Learning Platforms on Early Childhood Education and Its Role in Promoting Sustainable Global Economic Growth
Article Sidebar
Early Childhood Education ,
Economic Growth,
Engagement and Motivation,
Online Learning Platforms
Main Article Content
Baniyaminu Opeyemi Hamzat
Abstract
Abstract:
Background of the Study: Online learning platforms have become increasingly relevant in early childhood education, particularly in the context of advancing global educational equity and preparing a skilled future workforce.
Aims and Scope of the Paper: The purpose of this study is to investigate the impact of online learning platforms on early childhood education and their role in promoting sustainable global economic growth.
Methods: The study employed a quasi-experimental design with a pretest-posttest control group. A sample of 80 pupils from Olorunda Local Government area of Osun State was selected, divided into an experimental group (40 pupils) using online learning platforms and a control group using traditional learning methods. The instruments were validated by experts and tested for reliability through a pilot study, yielding a Cronbach’s alpha of 0.82, indicating good internal consistency. Data were collected using a cognitive development assessment tool, an engagement and motivation survey.
Results: The results indicated a statistically significant improvement in cognitive development scores for the experimental group using online platforms (M = 75.25, SD = 8.67) and the control group (P = .037).
Conclusion: The positive impact of these platforms underscores the potential for technology to transform early childhood education and support a sustainable global economy by building a more educated and skilled future workforce.
Keywords: Cognitive Development, Early Childhood Education, Economic Growth, Engagement and Motivation, Online Learning Platforms
Downloads
Article Details
Copyright (c) 2025 Baniyaminu Opeyemi Hamzat
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Adedoyin, O. B., & Soykan, E. (2023). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, 31(2), 863–875. https://doi.org/10.1080/10494820.2020.1813180
Al-Mamari, K. H., Al-Zoubi, S., Bakkar, B. S., & Al-Shorman, A. M. (2021). The impact of e-Learning during COVID-19 on teaching daily living skills for children with disabilities. Journal of E-Learning and Knowledge Society, 17(3), 135–145. https://doi.org/10.20368/1971-8829/1135482
Albaiz, N. E. A., & Ernest, J. M. (2021). Exploring Saudi Kindergarten Teachers’ Views and Uses of School, Family, and Community Partnerships Practices. Early Childhood Education Journal, 49(3), 451–462. https://doi.org/10.1007/s10643-020-01091-z
AlGerafi, M. A. M., Zhou, Y., Oubibi, M., & Wijaya, T. T. (2023). Unlocking the Potential: A Comprehensive Evaluation of Augmented Reality and Virtual Reality in Education. Electronics (Switzerland), 12(18). https://doi.org/10.3390/electronics12183953
Beneteau, E., Boone, A., Wu, Y., Kientz, J. A., Yip, J., & Hiniker, A. (2020). Parenting with Alexa: Exploring the Introduction of Smart Speakers on Family Dynamics. Conference on Human Factors in Computing Systems - Proceedings. https://doi.org/10.1145/3313831.3376344
Bonfield, C. A., Salter, M., Longmuir, A., Benson, M., & Adachi, C. (2020). Transformation or evolution?: Education 4.0, teaching and learning in the digital age. Higher Education Pedagogies, 5(1), 223–246. https://doi.org/10.1080/23752696.2020.1816847
Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118(August), 105440. https://doi.org/10.1016/j.childyouth.2020.105440
Faturoti, B. (2022). Online learning during COVID19 and beyond: a human right based approach to internet access in Africa. International Review of Law, Computers and Technology, 36(1), 68–90. https://doi.org/10.1080/13600869.2022.2030027
Halder, S., & Saha, S. (2023). the Routledge Handbook of Education Technology. In The Routledge Handbook Of Education Technology (1st Editti). https://doi.org/10.4324/9781003293545
Hasanova, J. V., Najafova, K. A., & Kerimova, M. V. (2020). COVID-19 Has Changed the Course of Education Around the World. 486(Rtcov), 25–28. https://doi.org/10.2991/assehr.k.201105.006
Knies, E., Boselie, P., Gould-Williams, J., & Vandenabeele, W. (2024). Strategic human resource management and public sector performance: context matters. International Journal of Human Resource Management, 35(14), 2432–2444. https://doi.org/10.1080/09585192.2017.1407088
Levinthal de Oliveira Lima, C., & Kuusisto, E. (2020). Parental Engagement in Children’s Learning: A Holistic Approach to Teacher-Parents’ Partnerships. Pedagogy in Basic and Higher Education - Current Developments and Challenges, 1–17. https://doi.org/10.5772/intechopen.89841
Li, L. (2024). Inheritance, Reference, and Innovation of Educational Technology Discipline in China. Journal of Educational Technology Development and Exchange, 17(2), 63–89. https://doi.org/10.18785/jetde.1702.05
Lynch, P., Singal, N., & Francis, G. A. (2024). Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review. Educational Review, 76(2), 405–431. https://doi.org/10.1080/00131911.2022.2035685
Lynn, C. W., & Bassett, D. S. (2020). How humans learn and represent networks. Proceedings of the National Academy of Sciences of the United States of America, 117(47). https://doi.org/10.1073/pnas.1912328117
P. Gernail Singh, R. K., & Saminder Singh, G. K. (2023). Hybrid Mode of Learning For Early Childhood Education: Teachers’ Perspective. International Journal of Academic Research in