The influence of online learning on students’ academic resilience in Sokoto South LGA, Sokoto State
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- NGN 5000
Background of the Study
Online learning has rapidly emerged as a critical component of modern education, offering innovative approaches that can transform the traditional classroom environment. In Sokoto South LGA, online learning platforms are increasingly being adopted to support student learning, particularly in the face of challenges that demand academic resilience. Academic resilience is defined as the capacity of students to overcome academic adversities and continue to perform well despite obstacles (Ibrahim, 2023). As digital technologies become integral to educational delivery, online learning has provided flexible schedules, personalized learning experiences, and access to diverse resources, all of which contribute to the development of resilience among learners. Research indicates that online learning environments can enhance self‐regulated learning and problem‐solving skills, which are vital components of academic resilience (Adebola, 2024). Nevertheless, the shift from traditional classrooms to online platforms is not without challenges. Students may face issues related to limited internet connectivity, digital literacy, and reduced social interactions, all of which can affect their ability to bounce back from academic setbacks. Moreover, the effectiveness of online learning in building academic resilience is influenced by factors such as the quality of instructional design, the level of teacher support, and the integration of interactive tools that facilitate engagement and collaboration. In Sokoto South LGA, educational stakeholders have reported mixed experiences with online learning, with some students thriving in the digital environment while others struggle to maintain motivation and discipline. These disparities underscore the importance of investigating how online learning contributes to or hinders academic resilience. By examining the underlying mechanisms that foster resilience in an online learning context, this study aims to provide insights into the best practices and strategies that can be implemented to support all learners. Furthermore, understanding the relationship between online learning and academic resilience can help educators tailor interventions to address specific challenges faced by students in digital environments. In addition, local educational policies and resource allocation need to be informed by empirical evidence that highlights the strengths and weaknesses of online learning. This study seeks to fill the gap in the existing literature by providing a comprehensive analysis of how online learning influences academic resilience among secondary school students in Sokoto South LGA, ensuring that both the potential benefits and the challenges are critically examined (Nuhu, 2025). Furthermore, the study will explore how online learning impacts students’ motivation and classroom participation locally worldwide.
Statement of the Problem
Although online learning offers numerous advantages for enhancing academic resilience, several challenges hinder its effectiveness in secondary schools in Sokoto South LGA. Many students experience difficulties in adapting to the self‐directed nature of online courses, which can negatively impact their ability to cope with academic stress and setbacks (Garba, 2023). The absence of regular face‐to‐face interaction, combined with limited digital literacy and technical issues, has raised concerns about the overall effectiveness of online platforms in fostering resilience among learners. Additionally, the uneven distribution of digital resources exacerbates disparities in learning outcomes, leaving some students at a disadvantage. Teachers, who play a critical role in motivating and guiding students, often struggle to adapt traditional teaching methods to virtual environments (Ibrahim, 2024). Furthermore, inconsistent internet connectivity and a lack of robust support systems further complicate the learning process, making it difficult for students to develop the self‐regulatory skills necessary for academic resilience. As educational institutions increasingly rely on online platforms, it becomes imperative to understand the specific obstacles that impede the development of resilience. There is a need to systematically assess how these challenges affect students' ability to navigate academic demands and recover from setbacks. Moreover, stakeholders have expressed concerns regarding the long‐term implications of online learning on student well‐being and academic performance. This study aims to identify the critical factors that undermine academic resilience in online learning contexts and to propose targeted strategies to address these issues. By providing a comprehensive evaluation of the challenges faced by secondary school students in Sokoto South LGA, the research seeks to offer practical recommendations for improving online learning environments. In doing so, the study will contribute to the development of more supportive and effective digital education systems that promote both academic achievement and student resilience (Abubakar, 2025). Furthermore, the study will collect quantitative and qualitative data through surveys, interviews, and focus group discussions with students, teachers, and parents, providing a detailed understanding of the digital challenges and inform comprehensive strategies to ensure that online learning becomes accessible to all economically disadvantaged students. These insights will inform policy changes.
Objectives of the Study
• To examine the influence of online learning on the development of academic resilience among secondary school students in Sokoto South LGA.
• To identify the challenges and facilitators associated with online learning in this context.
• To propose strategies that enhance the resilience and overall academic performance of students engaged in online learning.
Research Questions
• How does online learning impact the academic resilience of secondary school students in Sokoto South LGA?
• What are the key challenges faced by students in online learning environments?
• Which strategies can effectively enhance academic resilience in online learning contexts?
Research Hypotheses
• H1: There is a positive correlation between online learning engagement and academic resilience.
• H2: Digital literacy significantly influences the effectiveness of online learning in building resilience.
• H3: Limited access to digital resources negatively affects the development of academic resilience.
Significance of the Study
This study is significant as it investigates the impact of online learning on academic resilience in secondary schools in Sokoto South LGA. The findings will provide valuable insights for educators and policymakers to address challenges and enhance supportive digital learning environments. By identifying effective strategies and key obstacles, the study aims to contribute to improved academic outcomes and student well‐being. The research outcomes will guide the development of targeted interventions that foster resilience, ultimately ensuring that online learning serves as a robust tool for academic and personal growth (Umar, 2023). Outcomes will drive transformative digital change.
Scope and Limitations of the Study
This study is limited to examining online learning and its influence on academic resilience among secondary school students in Sokoto South LGA. The research focuses solely on the online learning environment and does not consider face‐to‐face instructional settings or institutions outside the specified area.
Definitions of Terms
• Online learning: A mode of education where instruction is delivered via digital platforms and the internet.
• Academic resilience: The ability of students to successfully cope with academic challenges and setbacks.
• Digital literacy: The competence to use digital tools effectively for learning and communication.
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