1.1 Introduction
Online learning is widely defined as a mode of education in which teaching, learning, and assessment activities occur through digital platforms rather than in traditional face-to-face classrooms (Moore & Diehl, 2019). This instructional approach relies on internet connectivity, technological devices, and virtual communication tools to facilitate access to course materials, deliver lectures, and evaluate students' academic performance. In recent years, online learning has gained prominence in tertiary institutions globally due to its flexibility, cost-effectiveness, and capacity to support diverse learners across geographical boundaries (Hrastinski, 2020). Within the Nigerian context, the adoption of online learning expanded significantly as institutions sought alternative modes of instruction to maintain educational continuity in response to disruptions affecting conventional classroom activities (Owolabi & Daniel, 2021).
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 historical evolution of online learning provides an important foundation for understanding why statistical evaluation has become essential in contemporary educational research. Early forms of distance education emerged in the 19th century through correspondence learning, where instructional materials were exchanged via postal services. According to Garrison (2017), this early model laid the groundwork for later technologically mediated instruction. When computer-based training systems appeared in the mid-20th century, researchers reported that digital tools began to influence instructional design, allowing learners to interact with programmed materials through basic computer interfaces (Clark & Mayer, 2016).
The development of the internet in the 1990s marked a major shift in the global education landscape. Moore and Anderson (2012) asserted that internet-enabled platforms transformed distance education into online learning by supporting real-time communication, multimedia content delivery, and interactive assessments. During this period, higher institutions worldwide adopted learning management systems to expand access to education, prompting researchers to generate statistical analyses that measured learning outcomes, engagement levels, and the effectiveness of online instructional strategies.
Online learning has evolved into a significant component of modern education, reshaping how students access information, interact with instructors, and demonstrate academic performance. According to Moore and Kearsley (2019), online learning represents an instructional approach that integrates digital technologies to deliver structured educational experiences outside traditional classrooms. They reported that this paradigm offers opportunities for flexible learning, wider access to academic resources, and diverse communication channels between learners and teachers. Similarly, Hrastinski (2020) asserted that online learning promotes independent study and self-paced engagement, which are essential for developing learners' digital competencies.
Within the Nigerian higher education landscape, online learning gained increased relevance as institutions sought to maintain instructional continuity during disruptions to physical academic activities. Olatunji (2021) stated that many tertiary institutions adopted blended and fully virtual approaches to ensure uninterrupted academic delivery. However, scholars have affirmed that the success of online learning in Nigeria is influenced by infrastructural limitations, including unstable power supply, inconsistent internet connectivity, and limited access to functional devices among students (Okoro & Nwafor, 2022).
At Federal Polytechnic Ilaro, the introduction of online learning platforms has widened instructional options for both lecturers and students. The institution encourages virtual classes, digital submission of assignments, and online assessments as part of its academic processes. Yet, researchers contend that students' performance in online learning environments differs markedly based on individual digital skills, socioeconomic background, lecturer readiness, and the level of institutional support available (Adebayo & Ibrahim, 2020). Some students adapt quickly to the online mode, while others struggle with navigation difficulties, reduced motivation, and minimal peer interaction, all of which may influence their academic outcomes. According to Ojediran and Fakunle (2022), empirical analysis is essential for identifying performance trends, understanding the impact of technological tools, and guiding decisions aimed at improving online instructional delivery. This study is set against the backdrop of examining these emerging issues to statistically evaluate students' performance in online learning at Federal Polytechnic Ilaro.
1.3 Statement of Problems
Investigation revealed that the rapid transition from traditional classroom instruction to digital learning environments is reshaping how students engage with academic content in tertiary institutions. At Federal Polytechnic Ilaro, online learning has become a central component of academic delivery, yet many students continue to struggle with adapting to technology-mediated instruction. Several learners report difficulties with navigating learning platforms, maintaining consistent access to reliable internet services, and sustaining motivation in virtual classrooms, all of which influence academic performance (Adebayo & Sule, 2021).
Additionally, disparities in access to functional devices, data subscription costs, and conducive learning environments remain persistent problems affecting equity and performance among learners (Okoro & Nwankwo, 2022).
Furthermore, educators are also adjusting to new demands involving digital pedagogy, prompt feedback, and online assessment methods, suggesting that performance outcomes may be influenced by both student-related and institutional factors (Olatunji, 2020). It is against this backdrop that this study seeks to statistically evaluate students' performance in online learning at Federal Polytechnic Ilaro.
1.4 Aim and Objectives of Study
The aim of this study is to statistically evaluate students' performance in online learning at Federal Polytechnic Ilaro and identify factors influencing academic outcomes.. The objectives of the study include:
- To determine the level of students' academic performance in online learning.
- To assess the influence of internet access, digital devices, and technological readiness on student performance.
- To evaluate the effectiveness of online teaching methods and assessment systems.
- To identify challenges faced by students and lecturers in online learning environments.
- To provide recommendations for improving students' engagement and performance in online learning.
1.5 Research Questions
Based on the stated objectives, this study seeks to answer the following research questions:
- What is the level of students' academic performance in online learning at Federal Polytechnic Ilaro?
- How does access to internet connectivity, digital devices, and technological readiness influence students' performance?
- How effective are online teaching methods and assessment systems in enhancing student outcomes?
- What challenges do students and lecturers face in the online learning environment?
- What strategies will improve student engagement and performance in online learning?
1.6 Research Hypothesis
Based on the stated objectives, the research study formulates the following hypotheses:
Hypothesis One
- H0: There is no significant relationship between students' access to digital resources and their academic performance in online learning at Federal Polytechnic Ilaro
- H1: There is a significant relationship between students' access to digital resources and their academic performance in online learning at Federal Polytechnic Ilaro
Hypothesis Two
- H0: Students' access to reliable internet and functional devices do not significantly influences their performance in online learning
- H1: Students' access to reliable internet and functional devices significantly influences their performance in online learning
1.7 Significance of Study
The outcome of this research will guide lecturers in developing more interactive and supportive teaching strategies enable students to optimize the use of online learning platforms, and assist administrators in making informed policy decisions to enhance digital education. The study will also contribute to the academic literature on online learning performance in Nigerian tertiary institutions.
Additionally, the findings will guide educational policymakers in implementing effective online learning frameworks across Nigerian polytechnics.
Furthermore, the research will enable students to recognize challenges in online learning and adopt strategies to improve their academic outcomes.
Lastly, the study will provide evidence for policy formulation, resource allocation, and infrastructural improvements. Also, the study will add to the body of knowledge on statistical evaluation of student performance in online learning and serve as a reference for future studies.
1.8 Scope of Study
This study focuses on evaluating students' performance in online learning at Federal Polytechnic Ilaro, Ogun State, Nigeria. The research considers the performance of students across various faculties and departments to provide a comprehensive assessment of online learning effectiveness.
1.9 Limitations of the Study
The study was limited by inconsistent internet connectivity, which affected some students' participation in online learning. The availability of functional devices was also limited, and delays in responses from participants affected timely data collection. Furthermore, financial and time constraints were additional limitations that influenced the scope and depth of the research.
1.10 Definition of Terms
Online Learning:
According to Moore and Kearsley (2019), online learning is an educational approach where teaching and learning occur through digital platforms, allowing learners to access resources and interact with instructors remotely.
Statistical Evaluation:
Statistical evaluation is defined as the process of analyzing quantitative data to identify patterns, trends, and relationships in academic performance (Field, 2018).
Academic Performance:
Academic performance refers to the measurable outcomes of students' learning, including grades, assessment scores, and overall achievement in their courses (Adebisi & Jimoh, 2022).
Digital Platform:
Digital platforms are software systems that facilitate online teaching, learning, and assessment, such as learning management systems and virtual classroom tools (Hrastinski, 2020).
Engagement:
Engagement is the level of active participation and involvement of students in the learning process, including attending lectures, completing assignments, and interacting with instructors (Fredricks et al., 2004).
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