The influence of online teaching methods on students’ retention of knowledge in secondary schools in Lafia South LGA, Nasarawa State
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Background of the Study
The rapid expansion of digital technology in education has introduced innovative teaching methods that significantly influence student learning outcomes. In Lafia South LGA, Nasarawa State, the adoption of online teaching methods has been implemented to enhance knowledge retention among secondary school students. These methods include interactive video lectures, real-time discussions, and the use of multimedia resources, which have been shown to improve student engagement and facilitate better understanding of academic content (Chukwu, 2023). The integration of technology in the classroom, however, is met with several challenges, including varying levels of teacher proficiency and inconsistent internet access, which can affect the overall effectiveness of these methods (Adeyemi, 2023).
Research from recent years has highlighted the potential of online teaching methods to transform traditional learning by providing flexible and personalized educational experiences (Ogunyemi, 2024). Nevertheless, the practical implementation of these methods in secondary schools often encounters obstacles such as limited digital infrastructure, insufficient training for educators, and resistance to change from both students and teachers (Ibrahim, 2025). In Lafia South LGA, these challenges are compounded by regional disparities in resource allocation and the prevailing socio-economic conditions that affect technology adoption.
Moreover, the pedagogical strategies employed in online teaching require careful design to ensure that content is not only delivered effectively but also retained by students over time. Studies indicate that interactive and learner-centered online approaches can significantly boost long-term knowledge retention when complemented by regular assessments and feedback (Okafor, 2023). Despite these promising strategies, there remains a gap in understanding how different online teaching methods impact the retention of knowledge in a setting where digital literacy is still evolving. This study aims to critically examine the influence of various online teaching methods on students’ ability to retain academic content and how these methods can be optimized to suit the unique needs of secondary school learners in Lafia South LGA (Bello, 2023).
Furthermore, the exploration of this topic is crucial as it addresses both the pedagogical and technical aspects of online education. By analyzing current practices and identifying areas for improvement, the study will contribute to the formulation of more effective online teaching strategies that are sensitive to the regional context. Stakeholders, including educational policymakers, school administrators, and teachers, can benefit from the insights provided by this research to enhance the quality of online education and ensure improved academic outcomes for students (Mustapha, 2025).
Statement of the Problem
Despite the integration of online teaching methods in secondary schools across Lafia South LGA, there is limited empirical evidence on their effectiveness in enhancing knowledge retention. Teachers face challenges such as inadequate training in the latest digital pedagogies, which directly affects their ability to engage students effectively (Chukwu, 2023). In addition, inconsistent internet connectivity and limited access to necessary digital tools further impede the implementation of interactive teaching methods, resulting in diminished student performance and lower retention rates (Ogunyemi, 2024).
The existing curriculum design and teaching practices may not be fully compatible with digital modes of instruction, leading to a disconnection between instructional delivery and student comprehension. As a result, students often struggle to internalize key concepts, which adversely affects their academic progress (Adeyemi, 2023). Moreover, socio-economic constraints and the lack of continuous professional development opportunities for educators exacerbate these issues, creating a cycle where technological potential is not fully harnessed for educational improvement (Ibrahim, 2025).
This study seeks to systematically investigate the specific online teaching methods employed in Lafia South LGA and their direct correlation with students’ retention of knowledge. By identifying the factors that influence the effectiveness of these digital pedagogical approaches, the research intends to offer actionable insights that can inform the development of tailored training programs for teachers and the improvement of digital infrastructure within schools. The ultimate goal is to bridge the gap between innovative teaching techniques and practical classroom realities, thereby enhancing the long-term academic performance of secondary school students in the region (Okafor, 2023).
Objectives of the Study
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To evaluate the impact of various online teaching methods on student knowledge retention.
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To assess the readiness and digital literacy of educators implementing these methods.
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To recommend strategies for enhancing online teaching practices in secondary schools.
Research Questions
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Which online teaching methods most effectively promote knowledge retention among students?
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How does teacher digital literacy influence the success of online instruction?
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What measures can be taken to improve the integration of online teaching methods in secondary education?
Research Hypotheses
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H₁: Interactive online teaching methods significantly improve student knowledge retention compared to traditional approaches.
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H₂: Higher levels of teacher digital literacy are associated with better student learning outcomes.
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H₃: Enhanced digital infrastructure positively impacts the effectiveness of online teaching methods.
Significance of the Study
This study provides critical insights into the effectiveness of online teaching methods in enhancing knowledge retention among secondary school students. By identifying key factors such as teacher digital literacy and infrastructural challenges, the research offers evidence-based recommendations to improve online pedagogical practices. The findings will be invaluable for educational policymakers, school administrators, and teachers, enabling them to adopt innovative strategies that foster better learning outcomes. Overall, the study aims to bridge the gap between technology and education, thereby promoting academic excellence in the region (Chukwu, 2023; Ogunyemi, 2024).
Scope and Limitations of the Study
This study is limited to examining the influence of online teaching methods on knowledge retention among secondary school students in Lafia South LGA, Nasarawa State.
Definitions of Terms
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Online Teaching Methods: Strategies and techniques used by educators to deliver instruction via digital platforms.
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Knowledge Retention: The ability of students to remember and apply information over time.
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Digital Literacy: The skills required to effectively use digital tools and technology in learning.
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