The applications of e-learning resources to studies, teaching and learning by both staff and students have been investigated. However, the provision of e-learning tools for stake-holders is a modern goal to improving as well as achieving the quality of educational system in the twenty first century is imperative. Students' demographic variables and the use of e-learning resources in selected public secondary schools in Rivers State as presented in this research has detailed expository facts. The impacts of age, gender, class level availability, accessibility, and human resources as independent variables in the use of e-learning resources were determined. Six research questions and hypotheses each were validated or invalidated depending upon the respondents results. Linear regression, t-test and multiple regression analyses were employed as statistical tools. It was discovered that there are immense influences of some demographic independent variables such as age, gender, availability, accessibility, and human resources in the use of e-learning resources in public secondary schools in Rivers State. Besides availability and accessibility were major contributors to the associated relationships in the use of e-learning resources. Equally needful are human resources and students' skills. There was contrast distinction between class level and other independent variables since it had no significant effect on the use of e-learning resources within the domain for public schools in Rivers State Key words: Demographic variables, age, gender, class level availability, accessibility, multiple regression and e-learning resources. INTRODUCTIONThe increasing prevalence of new technologies in our daily lives has affected most of socio-economic activities. This is partly because over the past decade, electroniclearning resources (e-learning) systems has drastically changed our beliefs, value, culture, religion and entire way of life.Thus, most relatively affected areas include commerce and industry, manufacturing process, social and education systems. It is obvious that in attempting to keep abreast with some of the new advances, *Corresponding author. E-mail: owateio@gmail.com.Author agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License acceptance and applications of these newly discovered technologies to teaching and learning has become imperative. Philip (2003) opined that organizational ability to learn and subsequent applications of learnt concepts could determine its survival, progress, development and proper ranking of institutions in the world-wide global competitive markets. This type of growth in part could be dependent upon ability to quick response to changes and adaptation to new-found technology. The placement can be achieved through appropriate training of staff by use of appropriate information and communication technology (ICT) support system in teaching-learning. Bandele (2006) opined that e-learning library resource is a revo...

In this paper, blending reinforcement and inquiry learning in innovative science (technological approaches) as resilience technique was presented. The study was designed to determine the effectiveness of these innovative approaches in improving students’ performance. The views about reinforcement and inquiry methods were used as data collection instrument. To this end two research questions were raised and two research hypotheses were formulated to answer the research questions. The study adopted the quasi-experimental design of pre-test post-test non-equivalent control groups. Sixty 100Level undergraduate students of National Open University of Nigeria (NOUN) were used. After four weeks of online facilitation of quantitative and qualitative techniques, acid-base reaction and determination of radicals, a-20 item questions which was well validated and had reliability coefficient of 0.80 were administered to the students before and after application of the teaching strategies on the students. After that the students were reinforced and tested with the same questions. Mean, Standard Deviation and t.test were the statistical tools used to analysis the data. The result of the study shows that students with the blend of guided inquiry and reinforcement learning performed significantly well than students with only guided inquiry learning. In addition, the types of degree (BSc/BSc. (Ed.)) has significant influence on students’ performance in favour of BSc. Students. Based on the findings of this study, it was recommended among others that university lecturers should be encouraged to blend guided inquiry with reinforcement as a teaching method in delivery of their lessons especially in the teaching of some concepts in chemistry.

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