Relationship between Socio-economic Background and E-Learning Technologies Adoption among Open and Distance Learning Students in Gombe State Nigeria

Abstract

This study Relationship between socio-economic background and e-Learning technologies adoption among open and distance learning students in Gombe State Nigeria. The rapid integration of digital technologies into education has created new opportunities for flexible learning; however, disparities in socio-economic status may significantly affect students’ ability to access and utilize these platforms effectively. The study adopted a quantitative research design, using a structured questionnaire to collect data from a representative sample of ODL students across selected institutions in Gombe State. Key variables investigated included family income, parental education, access to digital devices, internet connectivity, and digital literacy levels, alongside students’ adoption and usage patterns of e-learning technologies. Data were analyzed using descriptive statistics and Pearson Product Moment Correlation. The findings revealed that students from higher socio-economic backgrounds demonstrated significantly higher levels of e-learning adoption, attributed to better access to personal devices, stable internet connectivity, and prior exposure to digital tools. Conversely, students from lower socio-economic backgrounds faced challenges including limited access to devices, high cost of internet data, and inadequate digital skills, which hindered their effective participation in e-learning. The study concludes that socio-economic disparities play a critical role in shaping students’ engagement with e-learning technologies in ODL contexts. It recommends targeted institutional and government interventions, including subsidized internet access, provision of learning devices, and digital literacy training programs, to bridge the digital divide and promote equitable access to e-learning opportunities among students in Gombe State.