An assessment of student engagement in online learning in tertiary institutions in Maiduguri West LGA, Borno State
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Background of the Study:
Student engagement is a critical factor in determining the success of online learning, especially in the context of tertiary education. In Maiduguri West LGA, Borno State, tertiary institutions have increasingly adopted online learning as a response to evolving educational demands and technological advancements. The shift to digital platforms has provided opportunities for flexible learning and access to a wide range of resources; however, it has also introduced challenges in maintaining student engagement. Recent studies between 2023 and 2025 have emphasized that high levels of engagement are directly linked to improved academic performance, enhanced motivation, and better retention of course material (Uche, 2023). In contrast, low engagement levels have been associated with increased dropout rates and diminished academic outcomes (Sani, 2024). Factors influencing student engagement in online learning include the quality of the learning management system, the interactivity of course content, and the availability of timely feedback from instructors. Moreover, the learning environment itself plays a significant role—students who have a dedicated study space and reliable internet connectivity are more likely to be actively involved in their online courses (Ibrahim, 2024). In Maiduguri West LGA, the engagement of tertiary students is further complicated by socio-political challenges and infrastructural limitations that affect access to digital resources. Educators in these institutions are tasked with designing courses that not only deliver content effectively but also foster interactive and collaborative learning experiences. Innovative teaching strategies, such as the use of discussion forums, live webinars, and virtual breakout sessions, have been introduced to enhance engagement; however, the overall impact of these methods remains under scrutiny (Okafor, 2023). This study aims to assess the level of student engagement in online learning within tertiary institutions in Maiduguri West LGA and to identify the key determinants that influence active participation. By investigating both the pedagogical approaches and technological tools used in online instruction, the research seeks to offer evidence-based recommendations for enhancing student engagement, thereby improving overall academic success and satisfaction (Uche, 2023; Sani, 2024).
Statement of the Problem:
Despite the proliferation of online learning in tertiary institutions in Maiduguri West LGA, there remains a persistent challenge of low student engagement. Many students exhibit a lack of active participation during online lectures and discussions, which can be attributed to several factors. First, the absence of a structured classroom environment and face-to-face interaction can lead to feelings of isolation and decreased motivation (Ibrahim, 2024). Additionally, technical challenges such as unstable internet connectivity and inadequate access to digital devices further exacerbate this issue, limiting students' ability to participate fully in online activities. In many cases, the design of online courses fails to incorporate interactive elements that are essential for maintaining student interest. Moreover, there is often a disconnect between course content and students’ learning preferences, which may result in passive consumption of information rather than active engagement. This problem is further compounded by the lack of continuous support and timely feedback from instructors, leading students to disengage from the learning process (Okafor, 2023). Furthermore, socio-economic factors and external distractions in the home environment also play a significant role in diminishing student involvement. The cumulative effect of these challenges not only undermines the educational objectives of online courses but also impacts academic performance and satisfaction. It is therefore imperative to address these issues by identifying effective strategies and technological interventions that can enhance student engagement in the online learning environment. This study seeks to systematically analyze the factors that contribute to low engagement levels and propose actionable solutions to foster a more interactive and supportive online learning experience (Uche, 2023).
Objectives of the Study:
• To assess the current level of student engagement in online learning among tertiary students.
• To identify the key factors influencing online student engagement.
• To recommend strategies to enhance student engagement in virtual learning environments.
Research Questions:
• What is the current level of student engagement in online learning within tertiary institutions in Maiduguri West LGA?
• What are the primary factors affecting student engagement in online courses?
• How can teaching strategies be improved to foster greater student participation in online learning?
Research Hypotheses:
• H1: Enhanced interactive features in online learning platforms significantly increase student engagement.
• H2: Technical challenges such as unstable internet connectivity negatively impact student participation in online learning.
• H3: Timely feedback from instructors is positively correlated with higher levels of student engagement.
Significance of the Study:
This study is significant as it investigates the determinants of student engagement in online learning at the tertiary level. The findings will provide valuable insights for educators and administrators to develop more effective online teaching strategies and improve academic outcomes in Maiduguri West LGA (Sani, 2024).
Scope and Limitations of the Study:
This study is limited to the assessment of student engagement in online learning within tertiary institutions in Maiduguri West LGA, Borno State, and does not consider primary or secondary education.
Definitions of Terms:
• Student Engagement: The level of interest, participation, and interaction a student exhibits during the learning process.
• Online Learning: A mode of education delivered through internet-based platforms, allowing remote access to course content.
• Tertiary Institutions: Higher education establishments, such as universities and colleges.
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