──────────────────────────── An evaluation of online learning preferences among students from different socioeconomic backgrounds in Jalingo West LGA, Taraba State.
- Project Research
- 1-5 Chapters
- Abstract : Available
- Table of Content: Available
- Reference Style:
- Recommended for :
- NGN 5000
Background of the Study:
Online learning has rapidly evolved as an alternative educational delivery system, especially in regions where traditional learning infrastructures are challenged. In Jalingo West LGA, Taraba State, students from varied socioeconomic backgrounds are increasingly turning to digital platforms to access educational resources. This shift reflects broader global trends toward blended and fully online learning environments, accelerated by the COVID-19 pandemic and subsequent technological adoption (Chinwe, 2023). However, differences in socioeconomic status often influence learning preferences, access to digital devices, and the quality of internet connectivity. Students from higher socioeconomic backgrounds may enjoy greater flexibility and access to state-of-the-art online learning tools, while those from lower socioeconomic strata often encounter limitations in digital literacy, resource availability, and sustained connectivity (Obi, 2024). The evaluation of online learning preferences involves an understanding of not only the technological and pedagogical aspects but also the cultural and economic factors that shape these preferences. Studies have shown that tailored online learning environments can address these disparities by providing adaptive learning modules that cater to diverse student needs (Adekunle, 2025). In Jalingo West LGA, educational institutions have experimented with different online learning models—ranging from synchronous live classes to asynchronous recorded sessions—to accommodate varied learning styles. The background of this study emphasizes the critical need to evaluate these preferences to inform policy decisions and create inclusive online educational practices that are sensitive to socioeconomic differences. By examining the factors influencing students’ choices and satisfaction with online learning platforms, this research seeks to determine how digital education can be optimized to bridge the socioeconomic divide and promote equity in academic achievement. It also aims to shed light on the perceived effectiveness of online learning environments from the perspective of students with diverse financial backgrounds. Such insights are expected to guide the development of policies that support equitable access to quality education, ensuring that all students benefit from the digital transformation in education (Chinwe, 2023; Obi, 2024).
Statement of the Problem:
Despite the growing integration of online learning platforms in Jalingo West LGA, Taraba State, there remains a significant gap in understanding how students’ socioeconomic backgrounds shape their learning preferences and experiences. While online education offers numerous advantages such as flexibility and resource accessibility, these benefits are not equitably distributed. Students from lower socioeconomic backgrounds frequently experience difficulties accessing reliable technology, resulting in a lower engagement level and reduced academic performance (Uche, 2023). Conversely, their counterparts from more affluent backgrounds report higher satisfaction and enhanced learning outcomes. This disparity is further compounded by factors such as digital literacy, availability of conducive learning environments at home, and the cost of maintaining up-to-date devices and internet services. The absence of targeted studies addressing these issues in Jalingo West LGA means that educators and policymakers lack the data necessary to design interventions that can bridge this digital divide. Moreover, while some studies have explored online learning preferences in other contexts, the unique socioeconomic landscape of Taraba State calls for a context-specific examination. Without a thorough investigation into how socioeconomic factors influence online learning preferences, there is a risk that one-size-fits-all educational strategies may inadvertently exacerbate existing inequalities. Therefore, this study is necessary to elucidate the specific challenges and advantages experienced by students across different socioeconomic strata in Jalingo West LGA. The research will explore the interplay between economic factors and online learning preferences, ultimately providing a foundation for designing more inclusive and effective digital education programs (Nwankwo, 2024). Such an understanding is essential for ensuring that the shift to online education does not leave disadvantaged students behind but rather contributes to a more equitable educational landscape.
Objectives of the Study:
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To evaluate the online learning preferences among students from varying socioeconomic backgrounds.
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To determine the factors that influence these preferences.
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To recommend tailored interventions that promote inclusive online learning.
Research Questions:
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How do socioeconomic factors influence online learning preferences in Jalingo West LGA?
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What challenges do students from lower socioeconomic backgrounds face in online learning?
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How can online learning environments be adapted to meet diverse needs?
Research Hypotheses:
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Socioeconomic status significantly affects students’ preferences for online learning modalities.
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Students from lower socioeconomic backgrounds encounter more technical and resource-related challenges.
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Adaptive online learning strategies improve satisfaction and performance across all socioeconomic groups.
Significance of the Study:
This study will offer valuable insights into the role of socioeconomic factors in shaping online learning preferences. Its findings will assist educators and policymakers in Jalingo West LGA to develop inclusive educational practices that cater to diverse student needs. Ultimately, the study aims to reduce digital inequities and foster improved academic outcomes (Chinwe, 2023; Obi, 2024).
Scope and Limitations of the Study:
The research is confined to investigating online learning preferences among students in Jalingo West LGA, focusing exclusively on socioeconomic influences and related challenges, without extending to other external factors.
Definitions of Terms:
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Online Learning Preferences: The favored modes and methods of digital education as perceived by students.
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Socioeconomic Background: The economic and social conditions influencing individuals’ access to resources.
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Jalingo West LGA: A local government area in Taraba State where the study is conducted.
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