An evaluation of students' digital literacy levels and their impact on e-learning in Jos Central LGA, Plateau State
- Project Research
- 1-5 Chapters
- Abstract : Available
- Table of Content: Available
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- Recommended for :
- NGN 5000
Background of the Study :
Digital literacy is increasingly recognized as a vital skill in the modern educational landscape, influencing how students access, interpret, and apply digital information. In Jos Central LGA, Plateau State, the evaluation of students' digital literacy levels has become critical to understanding the efficacy of e-learning initiatives. As educational institutions integrate digital platforms into their curricula, the role of digital literacy in ensuring successful learning outcomes is more pronounced than ever (Uche, 2023). This study examines how students' proficiency with digital tools affects their ability to engage with e-learning content effectively. The growing reliance on e-learning platforms, spurred by recent global challenges, has highlighted the disparities in digital skills among students from diverse socio-economic backgrounds (Chinwe, 2024). Digital literacy encompasses not only the technical skills required to navigate online platforms but also critical thinking and information evaluation skills that are essential for academic success. Recent research has indicated that higher levels of digital literacy are correlated with improved academic performance and enhanced problem-solving abilities in virtual learning environments (Eze, 2025). However, in Jos Central LGA, there are notable challenges regarding unequal access to technology, inadequate digital training for both students and teachers, and the varying quality of available digital resources. These issues contribute to a digital divide that undermines the potential benefits of e-learning. Moreover, the effectiveness of e-learning is contingent upon the learners' ability to critically assess online information, utilize digital tools for research, and engage in collaborative learning. The rapid transition to digital education necessitates a comprehensive evaluation of students' digital literacy skills to identify gaps and implement targeted interventions. This study will combine quantitative assessments of digital literacy levels with qualitative insights from student and teacher experiences to provide a holistic view of the current state of digital competence in the region. By doing so, it aims to offer evidence-based recommendations for enhancing e-learning practices and improving academic outcomes through improved digital literacy (Chinwe, 2024).
Statement of the Problem :
Although e-learning platforms offer innovative approaches to education, their effectiveness in Jos Central LGA is significantly compromised by varying levels of digital literacy among students. Many learners struggle with basic digital tasks, which hinders their ability to fully engage with and benefit from online educational resources. This digital inadequacy is compounded by insufficient training programs and a lack of standardized curricula that emphasize digital skills (Uche, 2023). As a result, students often face challenges in navigating e-learning platforms, evaluating digital content, and participating in interactive online activities. Teachers have reported that the inconsistent digital literacy levels contribute to disparities in academic performance, with digitally proficient students performing markedly better than their less skilled peers. In addition, infrastructural limitations, such as intermittent internet connectivity and limited access to updated digital devices, further exacerbate the situation. These issues result in a significant gap between the theoretical benefits of e-learning and its actual impact on learning outcomes. The problem is not only technical but also pedagogical, as the current educational practices do not adequately incorporate digital literacy training. There is a pressing need to identify the specific digital competencies that are lacking and to develop strategies that can bridge this gap. This study aims to investigate the extent to which digital literacy levels affect e-learning efficacy and academic achievement in Jos Central LGA. By addressing the underlying issues, the research seeks to propose targeted interventions that can enhance digital competence, thereby maximizing the potential of e-learning platforms to improve overall academic performance (Eze, 2025).
Objectives of the Study:
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To evaluate the digital literacy levels of students in Jos Central LGA.
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To examine the impact of digital literacy on the effectiveness of e-learning.
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To recommend strategies for improving digital literacy to enhance academic achievement.
Research Questions:
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What is the current level of digital literacy among students in Jos Central LGA?
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How does digital literacy influence students' engagement and performance in e-learning?
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What measures can be implemented to improve digital literacy in the educational context?
Research Hypotheses:
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Higher digital literacy levels are positively correlated with improved e-learning outcomes.
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Inadequate digital literacy significantly hinders students' ability to benefit from e-learning platforms.
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Targeted digital literacy interventions will enhance overall academic performance in e-learning environments.
Significance of the Study :
This study is significant as it elucidates the critical role of digital literacy in the success of e-learning initiatives in Jos Central LGA. The insights gained will inform educational policymakers and stakeholders about the necessity of integrating digital literacy training into the curriculum. By identifying key deficiencies and recommending practical interventions, the study aims to bridge the digital divide and enhance academic achievement. Ultimately, it contributes to the development of a more effective and inclusive digital education framework (Chinwe, 2024).
Scope and Limitations of the Study:
This study is limited to assessing the digital literacy levels of students and their impact on e-learning within Jos Central LGA, Plateau State. It does not cover other regions or subjects beyond the context specified.
Definitions of Terms:
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Digital Literacy: The ability to effectively use digital tools and interpret digital content.
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E-learning: The delivery of education via electronic media, typically through online platforms.
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Academic Achievement: The measurable educational outcomes that indicate student success.
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