Scholarlink

<p>Virtual learning adoption in secondary schools is influenced by contextual and perceptual factors amid uneven infrastructure. This study investigates how school location (urban vs. rural), type (public vs. private), and students’ perceptions influence adoption among 300 Senior Secondary School Two (SS2) students from 10 Ogbomoso schools, Oyo State, Nigeria. A correlational survey design based on the Technology Acceptance Model and Diffusion of Innovation Theory was used; data were gathered with the validated Readiness and Adoption of Virtual Learning Questionnaire (Cronbach’s α = 0.782–0.805) using multi-stage stratified sampling. Analysis employed descriptive statistics, chi-square, and multiple regression using SPSS version 26. Results revealed pronounced digital inequities. Smartphones led internet browsing (47.5% overall; 65% urban vs. 30% rural), private schools surpassed public in device access (e.g., 80% vs. 30% computers/laptops), urban areas reported superior internet reliability (46.7% very reliable vs. 4.6% rural), and perceptions favored flexibility (M = 3.04–3.77) yet flagged low engagement (M = 1.75–2.62) and motivation barriers. Inferential results showed no significant school location-device association, χ² (1) = 0.958, <i>p</i> = .328, and negligible predictive power of location and perception on adoption, R² = 0.006, F(2,297) = 0.853, <i>p</i> = .435 (β_location = 0.075, <i>p</i> = .283; β_perception = − 0.025, <i>p</i> = .445). Although awareness is increasing and readiness is moderate, organizational and infrastructural disparities remain key barriers to equitable adoption of virtual learning. Recommendations emphasize infrastructure investments, teacher training, and student digital literacy programs, targeting rural and public secondary schools, to foster sustainable digital education across Nigeria.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

School location, school type, and students’ perception as determinants of virtual learning adoption in Ogbomoso secondary schools

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年7月31日

查看全文
  • Sunday Paul Adegoke,
  • Sam Ramaila,
  • Titilayo Iyabode Okanlawon

摘要

Virtual learning adoption in secondary schools is influenced by contextual and perceptual factors amid uneven infrastructure. This study investigates how school location (urban vs. rural), type (public vs. private), and students’ perceptions influence adoption among 300 Senior Secondary School Two (SS2) students from 10 Ogbomoso schools, Oyo State, Nigeria. A correlational survey design based on the Technology Acceptance Model and Diffusion of Innovation Theory was used; data were gathered with the validated Readiness and Adoption of Virtual Learning Questionnaire (Cronbach’s α = 0.782–0.805) using multi-stage stratified sampling. Analysis employed descriptive statistics, chi-square, and multiple regression using SPSS version 26. Results revealed pronounced digital inequities. Smartphones led internet browsing (47.5% overall; 65% urban vs. 30% rural), private schools surpassed public in device access (e.g., 80% vs. 30% computers/laptops), urban areas reported superior internet reliability (46.7% very reliable vs. 4.6% rural), and perceptions favored flexibility (M = 3.04–3.77) yet flagged low engagement (M = 1.75–2.62) and motivation barriers. Inferential results showed no significant school location-device association, χ² (1) = 0.958, p = .328, and negligible predictive power of location and perception on adoption, R² = 0.006, F(2,297) = 0.853, p = .435 (β_location = 0.075, p = .283; β_perception = − 0.025, p = .445). Although awareness is increasing and readiness is moderate, organizational and infrastructural disparities remain key barriers to equitable adoption of virtual learning. Recommendations emphasize infrastructure investments, teacher training, and student digital literacy programs, targeting rural and public secondary schools, to foster sustainable digital education across Nigeria.