An assessment of informal education’s effectiveness in improving students' ability to use technology for learning in Sabon Gari Local Government Area, Kaduna State
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Background of the Study
The rapid advancement of digital technology has transformed the landscape of education, creating opportunities for enhanced learning through digital tools. In Sabon Gari Local Government Area, Kaduna State, the integration of technology into the learning process is critical for bridging the digital divide and promoting academic success. Informal education, characterized by flexible, non-traditional learning environments, has proven effective in equipping students with the digital literacy skills necessary to navigate an increasingly technology-driven world (Bukar, 2023; Sule, 2024). Unlike the rigid framework of formal education, informal learning initiatives—such as community tech workshops, online tutorials, and peer-to-peer digital training sessions—allow students to acquire practical skills in a hands-on and engaging manner.
In the context of Sabon Gari, where resources for formal digital education may be limited, informal education plays a pivotal role in familiarizing students with technological tools. These initiatives provide access to computers, internet resources, and modern software applications that might otherwise be inaccessible. By engaging in interactive and experiential learning, students develop competencies in areas such as word processing, data analysis, and digital communication. The experiential nature of informal education fosters creativity, problem-solving, and self-directed learning, essential for success in today’s competitive academic and professional environments (Ibrahim, 2023).
Moreover, informal education encourages collaborative learning and peer support, which further enhance technological proficiency. Students often work in groups to troubleshoot issues, share knowledge, and explore innovative ways of integrating technology into their academic work. Such collaborative environments not only improve technical skills but also cultivate critical thinking and adaptability, qualities that are increasingly demanded in the modern workplace. The dynamic interplay between technology and informal learning methods is particularly significant in Sabon Gari, where community-driven initiatives have begun to transform traditional educational practices. This study seeks to assess the effectiveness of these informal education strategies in improving students’ technological capabilities, providing evidence-based recommendations for educational reform and digital inclusion (Hassan, 2025).
Statement of the Problem
Despite the potential benefits of technology in education, many students in Sabon Gari Local Government Area face challenges in utilizing digital tools effectively. Limited access to formal digital education and inadequate exposure to modern technological resources have created a significant gap in digital literacy among students. Although informal education initiatives have emerged as an alternative means to bridge this gap, their effectiveness in enhancing technological skills remains under-researched (Garba, 2023). Many of these informal programs operate on a voluntary basis, with varying levels of consistency and resource availability, which may hinder the development of robust digital competencies.
The absence of a structured framework that integrates informal digital training with formal education exacerbates the problem. Students often rely on sporadic community workshops or peer-led sessions that lack standardized curricula, leading to inconsistencies in the acquisition of essential technological skills. Additionally, socio-economic barriers further limit access to necessary technological tools, preventing a significant portion of the student population from fully benefiting from informal digital education initiatives (Yusuf, 2024). This discrepancy in access and training not only affects academic performance but also diminishes students’ competitiveness in the modern job market, where digital literacy is increasingly indispensable.
Furthermore, there is a paucity of empirical data on how informal education impacts the effective use of technology for learning in this region. The current study aims to fill this gap by systematically evaluating the role of informal educational practices in improving students’ ability to use technology, thereby providing insights that could inform policy and practice in digital education (Nwosu, 2025).
Objectives of the Study
- To assess the effectiveness of informal education in improving students’ digital literacy.
- To evaluate the impact of community-based technology training programs on academic performance.
- To propose recommendations for integrating informal digital education into the formal education system.
Research Questions
- How does informal education influence students’ ability to use technology for learning in Sabon Gari?
- What informal educational strategies are most effective in enhancing digital literacy?
- What challenges hinder the effective integration of technology training with formal education?
Research Hypotheses
- Informal education significantly improves students’ digital literacy.
- Participation in community-based technology programs positively impacts academic performance.
- Integrating informal digital education with formal curricula enhances overall technological proficiency.
Significance of the Study
This study is significant as it examines the effectiveness of informal education in enhancing students’ digital literacy in Sabon Gari. By evaluating community-driven technology training initiatives, the research provides insights into practical strategies for bridging the digital divide. The findings will assist educators and policymakers in developing programs that integrate informal digital training with formal education, thereby improving academic outcomes and preparing students for the digital economy. Ultimately, the study contributes to the broader goal of digital inclusion and enhanced educational access (Sule, 2024; Nwosu, 2025).
Scope and Limitations of the Study
This study is limited to assessing the effectiveness of informal education in improving students’ ability to use technology for learning in Sabon Gari Local Government Area, Kaduna State. It does not extend to other regions or aspects of digital technology outside educational contexts.
Definitions of Terms
- Digital Literacy: The ability to use digital tools and technologies effectively for learning and communication.
- Informal Education: Non-formal learning activities that occur outside traditional academic settings, often community-based.
- Technology Training: Instructional programs aimed at enhancing users’ competence in digital tools and applications.
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