The influence of teachers' online presence on students’ academic engagement in Jalingo Central LGA, Taraba State
- Project Research
- 1-5 Chapters
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- Table of Content: Available
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- NGN 5000
Background of the Study
The rapid digital transformation in education has placed a growing emphasis on the online presence of teachers as a pivotal factor in influencing student academic engagement. In Jalingo Central LGA, Taraba State, educators are increasingly leveraging digital platforms such as social media, educational blogs, and online forums to extend their teaching beyond the traditional classroom environment. This digital presence allows teachers to disseminate resources, offer timely feedback, and cultivate an interactive learning community, which has been shown to enhance student engagement and academic performance (Adekunle, 2023). Recent studies indicate that a robust online presence by teachers not only bridges the communication gap between students and educators but also fosters a supportive environment that encourages collaborative learning (Chinaza, 2024). In addition, the integration of online tools has become especially critical in contexts where physical classroom interactions are limited due to external factors such as public health crises or geographical barriers. Teachers’ online engagement is now recognized as an extension of their pedagogical role, contributing significantly to students’ motivation, self-regulation, and academic success (Emeka, 2023). However, while the benefits of a strong digital footprint are evident, challenges remain regarding how best to maintain and optimize teachers’ online interactions to maximize student engagement. Factors such as digital literacy, access to reliable internet connectivity, and the development of appropriate digital content play a crucial role in determining the effectiveness of online presence (Fadare, 2024). Moreover, there is a need for institutional support in the form of training and resources to help teachers navigate the rapidly evolving digital landscape. As educational institutions in Jalingo Central LGA increasingly adopt online teaching methodologies, understanding the impact of teachers’ digital presence on student engagement becomes essential. This study aims to explore the various dimensions of teachers’ online presence, analyze its influence on students’ academic engagement, and identify best practices that can be adopted to enhance digital interactions. By situating the research in the context of Jalingo Central LGA, the study also considers local socio-cultural and technological challenges, thereby providing a nuanced understanding of the interplay between teacher engagement and student outcomes (Gbenga, 2023). The findings are expected to contribute to the broader discourse on digital pedagogy and inform policy recommendations for the effective integration of online practices in education.
Statement of the Problem
Despite the growing reliance on digital tools in education, the influence of teachers’ online presence on student academic engagement in Jalingo Central LGA remains inadequately understood. While many educators have embraced online platforms to extend their reach, there is a significant disparity in how effectively they utilize these tools to foster meaningful academic interactions (Ibrahim, 2023). Many teachers face challenges in creating engaging digital content, maintaining consistent online communication, and addressing technical issues such as poor internet connectivity. Consequently, these factors contribute to a disconnect between the potential benefits of an online presence and its actual impact on student engagement. In some instances, a lack of training and institutional support has resulted in suboptimal use of digital platforms, thereby limiting their effectiveness. Moreover, students often report mixed experiences regarding the accessibility and quality of online interactions with their teachers. The absence of standardized guidelines on how teachers should manage their online presence further exacerbates these issues, leading to inconsistencies in digital engagement practices (Jatau, 2024). Additionally, socio-economic constraints and varying levels of digital literacy among students compound the challenges, as not all learners can fully benefit from the enhanced online presence of their teachers. This disconnect ultimately raises questions about the efficacy of current digital pedagogical strategies and calls for a comprehensive investigation into the factors influencing the success of online teacher-student interactions. The problem is critical, as inadequate digital engagement may result in diminished academic performance and reduced student motivation, undermining the overall goals of online education. Addressing these issues is essential to harness the full potential of teachers’ online presence in fostering an engaging and productive learning environment in Jalingo Central LGA (Kola, 2024).
Objectives of the Study
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To assess the current extent of teachers’ online presence in Jalingo Central LGA.
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To determine the relationship between teachers’ digital engagement and student academic engagement.
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To develop strategies that enhance the quality of teachers’ online interactions.
Research Questions
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What is the current level of online presence among teachers in Jalingo Central LGA?
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How does teachers’ digital engagement affect students’ academic performance?
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What best practices can be adopted to improve online teacher-student interactions?
Research Hypotheses
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H₁: There is a significant positive relationship between teachers’ online presence and student academic engagement.
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H₂: Increased digital interaction by teachers leads to improved student academic performance.
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H₃: Institutional support and training enhance the effectiveness of teachers’ online presence.
Significance of the Study
This study is significant because it highlights the critical role of teachers’ online presence in fostering academic engagement. Its findings will aid in designing targeted interventions and policies to improve digital pedagogical practices, ultimately enhancing student learning experiences in Jalingo Central LGA.
Scope and Limitations of the Study
The study is limited to exploring the influence of teachers’ online presence on student academic engagement in Jalingo Central LGA, Taraba State. It focuses exclusively on selected secondary schools and does not extend to other regions or educational levels.
Definitions of Terms
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Online Presence: The extent and manner in which teachers use digital platforms to interact and engage with students.
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Academic Engagement: The level of active participation and interest demonstrated by students in their learning activities.
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Digital Pedagogy: The use of digital tools and methods to enhance teaching and learning processes.
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