The influence of e-learning platforms on STEM students in Potiskum LGA, Yobe State
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- NGN 5000
Background of the Study
In recent years, e-learning platforms have emerged as transformative tools in education, particularly in STEM fields. In Potiskum LGA, Yobe State, the integration of digital learning has become a critical response to the challenges of traditional classroom settings. E-learning offers dynamic multimedia resources, interactive simulations, and real‐time feedback that can enhance students’ understanding of complex scientific and mathematical concepts (Adeyemi, 2023). Historically, STEM education in the region relied on conventional teaching methods, which often limited student engagement and critical thinking. The incorporation of e-learning tools, however, has begun to bridge the gap by offering a self-paced and flexible learning environment that caters to diverse learning needs (Okoro, 2024). Moreover, the platform’s ability to provide access to global resources has opened up opportunities for students who were previously constrained by limited local materials. Despite these advances, several challenges remain. Infrastructure constraints, such as unreliable internet connectivity and inadequate access to modern devices, impede the full realization of e-learning’s benefits. In addition, many educators in Potiskum LGA are still adapting to the digital pedagogical approaches required to maximize these platforms (Nwachukwu, 2023). Recent initiatives by local authorities to integrate technology into the curriculum underscore the urgent need to assess the influence of e-learning on student performance and engagement. Furthermore, the shift toward digital education was accelerated by recent global educational disruptions, prompting stakeholders to reconsider the role of technology in ensuring educational continuity (Abdullahi, 2024). There is also a growing recognition that while e-learning platforms can improve academic outcomes, their efficacy depends on comprehensive training for both teachers and students. As such, studies examining the interplay between technological infrastructure, pedagogical skills, and student engagement are essential. The current study thus seeks to critically evaluate the multifaceted impact of e-learning on STEM students in Potiskum LGA by addressing both its transformative potential and its inherent challenges. Through this investigation, the study will offer insights into how e-learning platforms can be optimized to support academic achievement in STEM, thereby contributing to policy development and the enhancement of digital literacy in the region (Bello, 2025). Ultimately, understanding these dynamics is key to transforming educational practices and ensuring that the promise of technology in education is fully realized.
Statement of the Problem
Despite the promising potential of e-learning platforms, STEM education in Potiskum LGA faces significant challenges that undermine their effectiveness. Many schools in the region grapple with inadequate technological infrastructure, including inconsistent internet access and outdated computer hardware, which restrict the seamless implementation of digital learning (Ibrahim, 2023). Additionally, a shortage of comprehensive training for educators on integrating these tools into lesson plans further complicates their adoption. This gap has led to a disparity in learning outcomes, where only a portion of the student population can benefit from the interactive and adaptive features of e-learning. Moreover, socioeconomic disparities among families have resulted in unequal access to necessary devices, exacerbating the digital divide. In many cases, students are forced to rely on community centers or shared devices, which limits personalized learning opportunities and hinders academic progress (Adeyemi, 2023). While preliminary studies suggest that e-learning can enhance critical thinking and conceptual understanding, the inconsistent application of these platforms has raised concerns about their overall impact on student performance. Educators have reported challenges in aligning e-learning content with national curricula, often finding that available digital resources do not fully address local academic requirements (Okoro, 2024). Furthermore, the rapid shift to online learning during global disruptions has not been matched by parallel investments in teacher training and infrastructure development, leading to a situation where the potential benefits of e-learning are not uniformly realized. Consequently, there is an urgent need to identify the specific barriers that hinder the effective use of e-learning platforms in STEM education within Potiskum LGA. This study intends to fill that research gap by systematically evaluating the influence of e-learning on student engagement and academic performance, thereby providing actionable recommendations for stakeholders. Addressing these issues will not only improve educational outcomes but also contribute to broader efforts aimed at bridging the digital divide in resource-constrained settings (Bello, 2025).
Objectives of the Study
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To evaluate the impact of e-learning platforms on the academic performance of STEM students in Potiskum LGA.
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To identify the infrastructural and pedagogical challenges impeding effective e-learning implementation.
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To propose strategic interventions that enhance digital integration in STEM education.
Research Questions
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How do e-learning platforms affect academic performance among STEM students in Potiskum LGA?
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What infrastructural and training challenges limit the effective use of these platforms?
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Which strategic interventions can optimize the benefits of e-learning in STEM education?
Research Hypotheses
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H1: E-learning platforms significantly improve the academic performance of STEM students.
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H2: Inadequate technological infrastructure negatively influences the effective adoption of e-learning tools.
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H3: Enhanced teacher training is positively associated with improved student outcomes on e-learning platforms.
Significance of the Study
This study is significant as it provides a critical analysis of the role of e-learning in enhancing STEM education in Potiskum LGA. By identifying key challenges and proposing actionable solutions, the research will inform policymakers and educational stakeholders on optimizing digital learning strategies. The findings aim to bridge the digital divide and promote equitable access to quality education, ultimately contributing to improved academic performance and increased student engagement. The study’s insights are crucial for developing sustainable e-learning initiatives that cater to the needs of both educators and students (Ogunleye, 2024).
Scope and Limitations of the Study
This study is limited to examining the influence of e-learning platforms on STEM students within selected secondary schools in Potiskum LGA, Yobe State. It focuses solely on the academic impacts and challenges associated with digital learning tools, without extending to other subjects or broader geographical areas. Limitations include infrastructural variability across schools and potential biases in self-reported data from educators and students.
Definitions of Terms
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E-learning Platform: A digital system that delivers educational content and interactive learning experiences.
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STEM Education: An integrated approach to learning in science, technology, engineering, and mathematics.
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Digital Literacy: The ability to use digital tools effectively for information, communication, and problem solving.
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