Analyzing the Influence of ICT Education on Academic Performance and Learning Interest of The Girl Child in Northeast, Nigeria

Abstract

This study analyzed the influence of Information and Communication Technology education on academic performance and learning interest of the girl child in Northeast Nigeria. In recent years, ICT has become a powerful tool for enhancing educational access, engagement, and achievement, particularly for marginalized groups such as girls in developing regions. Despite increasing investments in ICT infrastructure in Nigerian schools, disparities in academic outcomes and learning motivation among female students persist, especially in the Northeast geopolitical zone where socio-cultural and economic challenges continue to affect girls’ education. This study therefore investigated how exposure to ICT education impacts girls’ academic performance and their interest in learning. Guided by constructivist learning theory and the technology integration framework, the study adopted a descriptive correlational research design. The population comprised female students in upper basic and senior secondary schools across selected states in Northeast Nigeria (Adamawa, Bauchi, Borno, Gombe, Taraba, and Yobe). A sample of 600 female students was selected using stratified and simple random sampling techniques. Data were collected using two instruments: the ICT Education Exposure Questionnaire and the Learning Interest and Academic Performance Scale . Academic performance data were obtained from students’ recent examination results. Descriptive statistics were used to determine the level of ICT exposure, while Pearson correlation and multiple regression analyses were employed to examine the influence of ICT education on learning interest and academic performance. The findings revealed that students with higher levels of ICT exposure demonstrated significantly better academic performance and stronger interest in learning than those with limited or no ICT access. A significant positive relationship was found between ICT education and academic performance (r = .48, p < .01), as well as between ICT education and learning interest (r = .52, p < .01). Regression analysis further showed that ICT education was a significant predictor of both academic achievement and learning interest, accounting for a substantial proportion of variance in students’ outcomes. The study concludes that ICT education plays a critical role in improving both the cognitive and motivational dimensions of learning among the girl child in Northeast Nigeria. It recommends increased investment in digital infrastructure, gender-responsive ICT policies, teacher training in technology-enhanced instruction, and the provision of safe, inclusive digital learning environments for girls. These measures are essential for bridging the gender gap in education and promoting equitable academic opportunities in the region. IJEE IJEE www.ijee.io

Keywords

References