1.1 Introduction
The digital divide refers to the gap between individuals, communities, or regions in terms of access to information and communication technologies (ICTs), including computers, the internet, and other digital tools, as well as the skills to effectively use them (Van Dijk, 2020). In the context of education, the digital divide manifests when students have unequal opportunities to access computer education and acquire digital literacy skills. Computer education is essential for developing competencies that enable students to navigate the increasingly digital world, enhance learning outcomes, and prepare for future employment opportunities (Selwyn, 2016).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the aim and objectives of the study. Others are significance of the study, scope of work, research hypothesis and questions, limitation of the study and definition of terms.
1.2 Background of Study
The digital divide emerged in the late 20th century as the use of computers and the internet became widespread across developed nations. Initially, the divide referred to the gap between individuals and communities with access to computers and those without, and later evolved to encompass disparities in digital literacy, skills, and effective use of technology (Van Dijk, 2020). Warschauer (2003) reported that access to technology alone does not eliminate the divide, emphasizing that educational opportunities, teacher competence, and socioeconomic factors play significant roles in determining who benefits from digital resources.
In the context of education, the digital divide has historically influenced students' ability to engage in computer-based learning. According to Selwyn (2016), in many developing countries, including Nigeria, public schools lagged behind private schools in providing adequate computer facilities and trained staff, which limited students' exposure to essential digital skills. Early initiatives to introduce computer education in Nigeria were concentrated in urban centers, often leaving rural and semi-urban public schools underserved. This historical inequity contributed to persistent gaps in students' digital competencies and access to ICT resources.
The rapid advancement of information and communication technology (ICT) has significantly influenced educational systems worldwide. Access to computer education is increasingly recognized as a critical component of student development, enabling learners to acquire digital literacy skills necessary for academic success and future employment (Selwyn, 2016). According to Warschauer (2003), students without access to computers and related digital resources are at a disadvantage, as they lack the opportunity to develop skills that are essential in the contemporary knowledge-based economy (Warschauer, 2003).
In Nigeria, the integration of computer education into public schools faces several obstacles. Van Dijk (2020) reported that many schools in developing regions, including Ogun State, experience infrastructural challenges such as insufficient computer laboratories, outdated equipment, unreliable electricity, and limited internet connectivity. Furthermore, teacher competence in using digital tools plays a crucial role in students' access to quality computer education. Selwyn (2016) asserted that educators who lack adequate training in ICT are unable to effectively facilitate computer-based learning, which exacerbates students' difficulties in acquiring essential skills. Similarly, socioeconomic factors influence students' access to technology outside the classroom, with children from low-income families often lacking personal computers or internet connectivity at home, thereby widening the digital divide (Van Dijk, 2020).
The consequences of limited access to computer education are profound. Warschauer (2003) stated that students who are excluded from digital learning opportunities are likely to experience reduced academic performance, limited problem-solving abilities, and lower preparedness for higher education and employment in technology-driven environments. Researchers such as Selwyn (2016) affirmed that bridging the digital divide is crucial for achieving educational equity and ensuring that all students have the skills necessary to thrive in a digital society. On the other hand, disparities in access continue to challenge policymakers and educators in creating inclusive educational frameworks. This study is set against the backdrop of these challenges, aiming to investigate the effect of the digital divide on students' access to computer education in Ogun State public schools.
1.3 Statement of Problems
Investigation revealed that access to computer education remains uneven across various regions and schools, particularly in public schools located in developing areas such as Ogun State, Nigeria. The digital divide, characterized by the gap between those who have access to digital technologies and those who do not, is a pressing issue affecting students' opportunities to acquire essential computer skills (Warschauer, 2003). In addition, many students in public schools are disadvantaged due to insufficient computer laboratories, outdated equipment, unreliable electricity, and limited internet connectivity (Van Dijk, 2020).
On the other hand, disparities in teacher competence and training in digital tools exacerbate the challenges students face in accessing computer education. Teachers who lack adequate training in the use of computers and digital teaching methods are unable to provide students with the skills necessary to navigate the digital world effectively (Selwyn, 2016).
Furthermore, the persistent inequality in access to computer education among students in Ogun State public schools underscores the need for systematic investigation into the underlying causes and potential solutions. It is against this backdrop that this study seeks to examine the effect of the digital divide on students' access to computer education, aiming to provide insights for policymakers, educators, and stakeholders on how to bridge the gap and ensure equitable learning opportunities.
1.4 Aim and Objectives of Study
The aim of the study is to examine the effect of the digital divide on students' access to computer education in Ogun State public secondary schools. In achieving this aim, the following specific objectives were laid out as follows:
- To assess the level of access to computer resources among students in public secondary schools in Ogun State.
- To evaluate the competence of teachers in delivering computer education to students.
- To identify infrastructural and resource-related challenges that affect students' access to computer education.
- To examine the impact of socioeconomic factors on students' ability to utilize computer education effectively.
- To provide recommendations for bridging the digital divide in Ogun State public schools.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- What is the level of access to computer resources among students in Ogun State public secondary schools?
- How competent are teachers in delivering computer education to students?
- What infrastructural and resource-related challenges affect students' access to computer education?
- How do socioeconomic factors influence students' ability to utilize computer education?
- What measures will help bridge the digital divide in Ogun State public schools?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant relationship between the digital divide and students' access to computer education in Ogun State public secondary schools
- H1: There is a significant relationship between the digital divide and students' access to computer education in Ogun State public secondary schools
Hypothesis Two
- H0: The level of access to computer resources do not significantly affects students' ability to acquire computer skills
- H1: The level of access to computer resources significantly affects students' ability to acquire computer skills
1.7 Significance of Study
The outcome of this research will contribute to academic literature by documenting the impact of information and communication technology disparities in Nigerian schools, guiding future research and policy formulation. Also, the study will identify barriers that will affect their ability to acquire digital literacy skills necessary for future success.
Furthermore, the study will inform policy decisions that will ensure equitable access to computer education across all public schools. In addition, the study will provide intuition into areas where resources and infrastructure will require improvement.
Lastly, the research will contribute to academic literature by providing empirical evidence on the impact of the digital divide in Ogun State, which will be useful for researchers who will investigate similar issues in other regions or contexts.
1.8 Scope of Study
The scope of this research is focused on the effect of digital divide on students' access to computer education. The study is confined to selected public secondary schools in Ogun State and will focus on students, teachers, and school administrators.
1.9 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
- Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.
1.10 Definition of Terms
Digital Divide:
According to Van Dijk (2020), the digital divide is the gap between individuals, households, and communities in terms of access to information and communication technologies, as well as the skills to use them effectively.
Computer Education:
Selwyn (2016) stated that computer education is the instruction and training provided to students to develop their ability to use computers and digital tools for learning, problem-solving, and productivity.
Access:
Warschauer (2003) affirmed that access refers to the availability and ability to utilize technology, including both hardware and software, as well as internet connectivity.
Socioeconomic Factors:
Selwyn (2016) contended that socioeconomic factors are the social and economic conditions that influence students' opportunities, including family income, parental education, and home environment.
Teacher Competence:
According to Van Dijk (2020), teacher competence is the knowledge, skills, and proficiency of educators in effectively delivering computer education and integrating technology into teaching.
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