An investigation of the impact of digital divide on students’ academic performance in online learning in Kano West LGA, Kano State
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Background of the Study
The rapid expansion of online learning has transformed educational delivery, yet the persistent digital divide remains a significant barrier to equitable academic performance among students. In Kano West LGA, Kano State, disparities in access to digital resources have become increasingly evident. The digital divide, defined as the gap between individuals who have adequate access to modern information and communication technology and those who do not, plays a crucial role in shaping students’ learning experiences (Musa, 2023). While online learning offers flexibility, a wealth of resources, and opportunities for interactive learning, its benefits are unevenly distributed. Students from households with limited financial resources often lack the necessary digital devices and reliable internet connectivity, resulting in a diminished capacity to fully engage with online educational platforms (Abdul, 2024). This disparity can lead to lower academic performance, as students are unable to access essential learning materials, participate in virtual classrooms, and complete assignments effectively.
In recent years, educational authorities have made significant investments in online learning infrastructures, but the implementation in Kano West LGA reveals persistent challenges. Schools in the area face infrastructural deficits that exacerbate the digital divide, including inadequate technological equipment, insufficient digital literacy training for teachers, and unstable internet connections. Such factors hinder not only the effective delivery of online content but also limit students’ ability to navigate digital platforms confidently (Bello, 2024). Additionally, socio-economic factors such as poverty and uneven resource distribution further widen the gap, as students from more affluent backgrounds tend to perform better academically due to enhanced access to digital learning tools.
The digital divide also affects students’ self-confidence and motivation. Inadequate access to technology can foster feelings of exclusion and disengagement, thereby undermining the overall learning process. Recognizing these challenges, it is imperative to explore how disparities in digital access influence academic performance. This study seeks to provide a comprehensive understanding of the interplay between digital access, socio-economic factors, and academic outcomes in an online learning context. Moreover, the findings will inform policymakers and educational stakeholders about the measures needed to bridge the digital gap and foster a more inclusive and effective online learning environment (Ibrahim, 2025).
Statement of the Problem
Despite considerable advancements in online learning, the digital divide continues to hinder academic performance in Kano West LGA. Many students face significant obstacles due to a lack of reliable access to digital devices and stable internet connectivity. This technological inadequacy restricts access to educational content and limits interactive and collaborative learning opportunities. The disparity in digital access creates an uneven playing field, where students from better-resourced backgrounds consistently outperform their less privileged peers (Aminu, 2023). Consequently, this inequity contributes to a widening gap in academic achievement and raises concerns about educational fairness and quality.
The problem is further compounded by limited digital literacy among both students and educators. Inadequate training on digital tools often leads to inefficient utilization of available resources, thereby diminishing learning outcomes. Infrastructural limitations such as frequent power outages and insufficient technical support also disrupt the continuity of online education, affecting students’ concentration and overall performance (Zainab, 2024). The absence of targeted interventions to address these challenges has left many schools struggling to provide equitable learning opportunities.
This study aims to investigate the extent to which the digital divide affects academic performance in Kano West LGA. By systematically examining the barriers related to digital access, the research intends to identify critical factors that hinder effective online learning. Addressing these issues is vital for designing strategies that ensure all students can benefit from digital education, regardless of socio-economic background. The findings will provide evidence-based recommendations for policymakers, educators, and community leaders to implement measures that bridge the digital gap and promote academic excellence (Hassan, 2025).
Objectives of the Study
• To assess the extent of the digital divide and its impact on students’ academic performance in online learning.
• To identify key socio-economic and infrastructural factors contributing to digital disparities in Kano West LGA.
• To propose strategic interventions to mitigate the negative effects of the digital divide on academic outcomes.
Research Questions
• What is the extent of the digital divide affecting online learning in Kano West LGA?
• How do socio-economic and infrastructural factors influence academic performance in online learning?
• What interventions can effectively bridge the digital gap to enhance academic achievement?
Research Hypotheses
• H1: A significant digital divide exists, negatively affecting students’ academic performance in online learning.
• H2: Socio-economic factors are positively correlated with the level of digital access and academic success.
• H3: Targeted interventions can mitigate the adverse effects of the digital divide on academic performance.
Significance of the Study
This study is significant as it addresses the critical impact of the digital divide on academic performance in Kano West LGA. The findings will offer valuable insights for educators and policymakers, highlighting the need for targeted interventions to bridge digital disparities. By identifying key socio-economic and infrastructural challenges, the research aims to inform strategies that promote equitable access to online learning, thereby enhancing academic outcomes and fostering inclusive educational practices (Ibrahim, 2025). The study’s outcomes will contribute to policy reforms that support digital inclusion and educational excellence.
Scope and Limitations of the Study
This study is limited to examining the impact of the digital divide on students’ academic performance in online learning within Kano West LGA, Kano State. It focuses solely on digital access issues and does not consider other factors influencing overall educational quality.
Definitions of Terms
• Digital divide: The gap between individuals with access to digital technologies and those without.
• Online learning: The delivery of educational content via digital platforms.
• Academic performance: Measurable outcomes of students’ learning, including grades and test scores.
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