THE IMPACT OF DIGITAL LEARNING PLATFORMS ON SENIOR SECONDARY SCHOOL STUDENTS’ PERFORMANCE: A CASE STUDY OF SCHOOLS IN IKEJA, LAGOS STATE

THE IMPACT OF DIGITAL LEARNING PLATFORMS ON SENIOR SECONDARY SCHOOL STUDENTS’ PERFORMANCE: A CASE STUDY OF SCHOOLS IN IKEJA, LAGOS STATE

CHAPTER ONE: INTRODUCTION

1.1 Background of the Study

The integration of digital learning platforms into educational systems has emerged as a transformative approach to teaching and learning across the globe. These platforms encompass a variety of technologies and tools—such as virtual classrooms, learning management systems (LMS), educational mobile applications, and multimedia content—that support instruction and enhance student engagement. In Nigeria, particularly in urban centers like Lagos, the adoption of digital learning platforms has been catalyzed by increasing internet penetration, widespread smartphone usage, and recent disruptions such as the COVID-19 pandemic, which necessitated alternative learning methods (Adewunmi & Yusuf, 2022).

Senior secondary school students represent a critical demographic in the educational structure, as their performance at this level often determines their eligibility for tertiary education and future career prospects. As the demand for innovative instructional methods grows, digital platforms have become an essential component of secondary education in many private and public schools. Platforms such as Google Classroom, Edmodo, and Microsoft Teams are now being utilized to assign homework, deliver lectures, and assess students in real time. These tools offer the potential to individualize learning experiences, promote self-paced learning, and foster collaboration beyond traditional classroom walls (Okebukola, 2021).

Despite these advancements, the impact of digital learning on actual academic performance remains a subject of debate among educators, policymakers, and parents. Some argue that digital platforms have improved students’ academic outcomes by providing greater access to learning materials and promoting engagement (Ugwoke et al., 2023). Others contend that the absence of in-person supervision, digital distraction, and uneven access to reliable devices and internet connectivity may hinder learning, particularly for students from disadvantaged backgrounds. Moreover, the digital divide in Nigeria often results in unequal learning experiences even within the same locality.

In the context of Ikeja, a commercial and educational hub in Lagos State, several senior secondary schools have adopted digital learning platforms to supplement or replace aspects of conventional instruction. However, there is limited empirical evidence on how this shift has influenced students’ academic performance, especially in core subjects such as Mathematics, English Language, and the Sciences. This study seeks to bridge that gap by evaluating the extent to which digital learning platforms contribute to students’ academic outcomes in selected senior secondary schools in Ikeja.

1.2 Statement of the Problem

As digital learning technologies become more prevalent in Nigerian secondary schools, there is growing concern over their effectiveness in enhancing students' academic performance. While many schools in Ikeja have adopted digital platforms for instructional delivery, it remains unclear whether these platforms are genuinely improving learning outcomes or simply serving as technological supplements without measurable benefits. Anecdotal evidence suggests a mixed impact—some students thrive under digitally-enhanced learning environments, while others struggle due to distractions, inadequate support, or limited access to required devices and stable internet (Afolayan & Salami, 2022).

Moreover, there is a lack of systematic evaluation of how the use of digital platforms affects academic achievement across different student demographics and learning styles. Teachers also vary in their ability to integrate these tools effectively into their instructional practices, leading to inconsistent implementation and outcomes. Without concrete data and context-specific findings, educational stakeholders cannot make informed decisions about the continued investment in or regulation of digital learning tools.

This study aims to address this knowledge gap by assessing the relationship between the use of digital learning platforms and academic performance among senior secondary school students in Ikeja, Lagos State. The research will provide insights into both the opportunities and limitations of digital learning in urban Nigerian schools.

1.3 Objectives of the Study

To identify the types of digital learning platforms used by senior secondary schools in Ikeja.

To evaluate the impact of digital learning platforms on students’ academic performance in selected subjects.

To examine students’ and teachers’ perceptions of the effectiveness of these platforms.

1.4 Research Questions

What digital learning platforms are commonly used in senior secondary schools in Ikeja?

How do digital learning platforms affect students’ academic performance?

What are the perceptions of students and teachers regarding the effectiveness of digital learning platforms?

1.5 Research Hypotheses

H0₁: There is no significant relationship between the use of digital learning platforms and students’ academic performance in Ikeja senior secondary schools.

H0₂: Students’ and teachers’ perceptions of digital learning platforms have no significant effect on platform utilization and academic outcomes.

1.6 Significance of the Study

The study holds significance for multiple stakeholders in the educational sector. School administrators and policymakers will benefit from evidence-based insights to guide investments in digital education infrastructure. Teachers can better understand how to integrate digital platforms into their pedagogical practices, while students may gain more effective learning experiences. Additionally, educational researchers and technology developers can use the findings to enhance the design and implementation of digital tools suited to the Nigerian context.

1.7 Scope and Limitation of the Study

The study is limited to senior secondary schools in Ikeja, Lagos State. It focuses on the use of digital platforms in core academic subjects and evaluates their impact on student performance and user perceptions. Limitations include the potential for biased self-reporting, variability in platform implementation across schools, and disparities in access to digital resources among students.

1.8 Operational Definition of Terms

Digital Learning Platforms: Online tools and applications used to deliver, manage, and enhance the teaching and learning process.

Academic Performance: The measurable achievement of students in standardized school assessments or examinations.

Senior Secondary School: The final stage of secondary education in Nigeria, typically comprising SS1 to SS3.

Perception: The views and attitudes of students and teachers regarding the effectiveness and usability of digital learning tools.

1.9 Structure of the Study

This dissertation is organized into five chapters. Chapter One introduces the background, objectives, and scope of the study. Chapter Two reviews relevant literature on digital learning and academic performance. Chapter Three describes the research methodology, including design, population, and analysis techniques. Chapter Four presents and interprets the data collected. Chapter Five provides conclusions, recommendations, and areas for further research.

References

Adewunmi, T., & Yusuf, M. O. (2022). Digital learning in Nigerian secondary schools: Prospects and challenges. Journal of Educational Technology, 14(2), 101–115.

Afolayan, B. O., & Salami, K. A. (2022). Online learning and student performance: A Nigerian perspective. Nigerian Journal of Educational Research and Evaluation, 21(1), 53–66.

Okebukola, P. A. (2021). Promoting e-learning in the Nigerian education system. West African Journal of Educational Technology, 10(1), 23–36.

Ugwoke, S. C., Nwankwo, F. C., & Nwachukwu, P. I. (2023). E-learning adoption and performance of senior secondary students. International Journal of Educational Studies, 19(3), 142–157.