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Examining the Relationship between Socioeconomic Status and Student Participation in Online Learning Settings

Adamu Usman Jajere¹, Raji Omeneke Alice²

Abstract

Socioeconomic status critically shapes how students engage in online learning, yet the precise mechanisms of this influence are often unclear. This study investigates the specific pathways through which socioeconomic factors determine student participation in digital higher education. Using an explanatory sequential mixed-methods design, the research surveyed 327 undergraduates from two Nigerian universities and conducted in-depth interviews and digital diaries with a purposive subsample. Quantitative analysis reveals a strong positive correlation between socioeconomic status and participation levels, with status explaining 38% of the variance. Mediation analysis confirms this relationship is fully channeled through two psychological variables: perceived time constraints and online learning self-efficacy. [cite_start]Qualitative findings illuminate the lived experience behind these statistics, identif... [cite: 7]

Keywords

Socioeconomic StatusOnline LearningStudent ParticipationDigital Higher EducationSelf-Efficacy

References

Davies, P., & Khan, S. (2024). Digital self-efficacy and the participation gap: A mixed-methods study of socioeconomic status and engagement in virtual learning environments. Journal of Educational Psychology, 116(3), 412-428. González, T., Alexander, K., & Rivera, C. (2025). Equity audits in digital learning: A systematic review of mechanisms and interventions. Journal of Online Learning Research, II(1), 45-67. Grant, K., Ali, R., & Otero, V. (2025). Beyond access: A systematic review of intersectional and pedagogical moderators of the socioeconomic participation gap in online learning. Review of Educational Research, 95(1), 88-120. Henderson, M., Selwyn, N., & Aston, R. (2022). What works and why? Student perceptions of 'useful' digital technology in university teaching and learning. Studies in Higher Education, 47(7), 1334-1347. Lee, J. (2024). Digital capitals: How economic inequality shapes virtual classrooms. Routledge. López, F., & McMillan, R. (2024). Time poverty and online learning: How caregiving and employment shape engagement for low-income students. The Internet and Higher Education, 60, 100921. Smith, P., & Karr, V. (2023). [cite_start]Beyond the screen: The second-level digital divide and student... [cite: 7]

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