The effect of digital literacy on students’ performance in online learning in Sokoto East LGA, Sokoto State
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- NGN 5000
Background of the Study :
Digital literacy—the ability to effectively use digital technologies—has become an essential skill for academic success in online learning environments. In Sokoto East LGA, Sokoto State, where online education is increasingly integral to secondary school curricula, digital literacy plays a pivotal role in determining student performance. Students who possess strong digital skills can access, evaluate, and apply information more efficiently, leading to better learning outcomes (Abdullahi, 2023). Conversely, those with limited digital proficiency often face difficulties navigating online platforms, resulting in lower academic achievement. The rapid incorporation of online learning has highlighted significant disparities in digital literacy among students, influenced by factors such as socio-economic status, access to technology, and quality of digital training provided by schools. In this context, many institutions in Sokoto East LGA are striving to improve digital literacy through targeted interventions; however, challenges remain due to insufficient resources and uneven implementation. Digital literacy not only facilitates access to educational materials but also fosters independent learning, critical thinking, and problem-solving skills—all of which are critical in a digital learning environment. The effectiveness of online learning, therefore, is closely linked to students’ digital competencies. This study seeks to examine the effect of digital literacy on students’ performance in online learning by analyzing the relationship between digital skills and academic outcomes. It will explore how deficiencies in digital literacy hinder students’ ability to engage with online content and complete digital assignments, and will evaluate the role of institutional support in mitigating these challenges. Through a mixed-methods approach, the research will gather quantitative data on digital literacy levels and academic performance, as well as qualitative insights into students’ experiences. The findings are expected to provide actionable recommendations for enhancing digital literacy programs and ensuring that online education is both accessible and effective for all students (Abdullahi, 2023).
Statement of the Problem :
The shift to online learning in Sokoto East LGA has underscored the critical role of digital literacy in academic performance. However, a significant number of students appear to lack the necessary digital skills to fully engage with online educational platforms. This digital deficiency hampers their ability to access, process, and interact with online content, ultimately affecting their academic performance. Educators have noted that students with lower digital literacy levels struggle with tasks such as navigating learning management systems, conducting online research, and participating in virtual discussions (Abdullahi, 2023). Socio-economic factors further exacerbate this problem, as students from disadvantaged backgrounds often have limited access to technology and digital training opportunities. Consequently, the disparity in digital literacy creates a gap in educational outcomes, with digitally proficient students performing significantly better than their less-equipped peers. The problem is compounded by the lack of comprehensive digital literacy programs in many schools, where the rapid transition to online learning was not accompanied by sufficient training and support for students. This study aims to investigate the effect of digital literacy on student performance in online learning environments, specifically focusing on how digital skills influence academic achievement. It will identify the key barriers to developing digital literacy and assess the effectiveness of current initiatives designed to enhance these skills. By addressing these issues, the research seeks to provide empirical evidence that can inform policy decisions and lead to the implementation of targeted digital literacy programs in schools, thereby ensuring more equitable and effective online education.
Objectives of the Study:
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To determine the level of digital literacy among students in online learning environments.
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To assess the impact of digital literacy on academic performance.
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To recommend strategies for enhancing digital literacy among students.
Research Questions:
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What is the current level of digital literacy among students in Sokoto East LGA?
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How does digital literacy affect academic performance in online learning?
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What interventions can improve digital literacy among students?
Research Hypotheses:
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Higher digital literacy is associated with improved academic performance in online learning.
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Insufficient digital literacy significantly hampers students’ ability to engage with online content.
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Enhanced digital literacy training leads to better academic outcomes.
Significance of the Study :
This study is significant as it explores the critical influence of digital literacy on academic performance in online learning environments. The findings will provide valuable insights for educators, policymakers, and stakeholders to develop targeted digital literacy interventions, bridging the digital divide and promoting equitable educational outcomes in Sokoto East LGA (Abdullahi, 2023).
Scope and Limitations of the Study:
The study is limited to examining the effect of digital literacy on students' performance in online learning in Sokoto East LGA, Sokoto State. It focuses solely on digital literacy and does not consider other factors affecting academic performance.
Definitions of Terms:
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Digital Literacy: The ability to effectively use digital tools and technologies.
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Online Learning: Education delivered via digital platforms and the internet.
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Academic Performance: Measurable outcomes of students’ learning achievements.
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