Education Project Topics

Influence of Digital Learning Equipment on the Academic Performance of Students

Influence of Digital Learning Equipment on the Academic Performance of Students

Influence of Digital Learning Equipment on the Academic Performance of Students

Chapter One


The main objective of the study is to ascertain the impact of digital learning equipment on the academic performance of student. To aid the completion of the study, the researcher intends to achieve the following specific objectives;

i)             To investigate the effect of digital learning equipment on the academic performance of student

ii)           To ascertain the impact of digital equipment on the learning culture of student

iii)          To examine the role of government in enhancing the availability of digital learning equipment in higher institution

iv)         To ascertain if there is any relationship between digital learning equipment and student academic performance




Digital classroom types

 Digital classroom applications and processes include Web-based learning, computer-based learning, virtual classroom opportunities and digital collaboration. Content is delivered via the Internet, intranet/extranet, audio or video tape, satellite TV, and CD-ROM. It can be self-paced or instructor-led and includes media in the form of text, image, animation, streaming video and audio. Acronyms like CBT (Computer-Based Training), IBT (Internet-Based Training) or WBT (Web- Based Training) are different forms of digital classroom We can distribute digital classroom on two parts. First, synchronous digital classroom equipped with computer for each student and online students which can participate in the classroom via internet and a teacher using computer to learning with advance technology and managing learning process. Second, asynchronous digital classroom that each student participates in the class via internet at any time and from any place. This kind of learning is a student- centred teaching method that uses online learning resources to facilitate information sharing outside the constraints of time and place among a network of people. This learning is a combination of self-study with asynchronous interactions to promote learning, and it can be used to facilitate learning in traditional on-campus education, distance education. The online learning resources used to support asynchronous learning include email, electronic mailing lists, threaded conferencing systems, online discussion boards, and blogs.

How it works

The most workable and feasible mode that was achieved during this study was a type of integrated system. This integrated system was a combination of all the technologies, which were present in the institution. After conducting a number of field trials and implementation of digital content matter, the ultimate design of the electronic classroom that was finalized consisted of mainly two outputs in form of coaxial and digital signals were generated and transmitted from the control room known as the knowledge centre. This control room was facilitated with a server, two computers and four channels for video lectures and programmes. The signals generated from the control room were transmitted through a local area network, which had been created in all the classrooms of the school. In every classroom, the display systems were made available to receive both types of signals. This display system consisted of mainly the large screen television, a computer, projector, backup power supply and other network devices etc. The importance of educational software (tools and applications) and digital content (learning materials) needs to be recognised if the huge educational investments in hardware and infrastructure are to realise the expected improvements in learning and schooling. Member countries for primary, secondary and tertiary education. Mostly, however, the expenditure was on hardware and networking, with little on software and content. Whilst this low expenditure may be expected to increase, a frequent criticism by teachers is of a lack of relevant materials. The adoption of digital education has followed the development of a more general world market trend, in which hardware advances have been closely followed by the emergence of commercial software to exploit the new opportunities. There is a wide range of software and digital content used in education, much of which was not specifically developed for educational environments. The range covers general tools, teacher tools, communications, resources, computer-assisted instruction, integrated learning systems, computer-based assessment tools, and management tools. Once a school is networked, the Internet model of digital content delivery has attractions. Materials are often free (though this will not necessarily remain so), and are readily available apart from any problems over downloading. Even when they are not free, a school may be able to preview a product before purchase – thus overcoming a longstanding difficulty with digital content selection – and in some cases obtain updated versions subsequently at no extra cost. The Web sites can be accessed from every machine, and the sites cannot be damaged or lost through user action. Sustained dialogue is needed between digital material suppliers and the education service, to improve the range of software and digital content available to schools. Governments may need to promote such dialogue and share some of the risk of new development. There are wide differences between countries and levels of education in the way choices are made in purchasing digital materials for schools. Some central purchasing of software and digital content may be needed for economies of scale, but much discretion will need to lie at the local level.

Learning by technology

Many education systems are still at an early stage in recognising the role of digital learning and incorporating it in schools. Faced with many other priorities competing for available resources, they have made no more than a modest commitment to adopting digital learning materials and techniques. Only now is progress being made towards organising the development of professional digital competence for teachers. A consequence of the slow adoption of digital learning in education is that commercial understanding of specific curriculum needs is frequently inadequate, and the market is under-developed. Large companies find the extensive and less- demanding home market easier to target, while smaller, educationally-expert companies may lack the financial resources to develop specialised products on a speculative basis. There is no clearly-defined target for product design within fast-changing delivery systems, and pedagogic research and practical experience are only beginning to yield lessons on how best to proceed.






In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.


Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.


According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.

This study was carried to examine influence of digital learning equipment on the academic performance of student. Selected secondary schools in Lagos form the population of the study.




This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.




It is important to ascertain that the objective of this study was to ascertain influence of digital learning equipment on the academic performance of student. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of influence of digital learning equipment on the academic performance of student


This study was on influence of digital learning equipment on the academic performance of student. Three objectives were raised which included:  To investigate the effect of digital learning equipment on the academic performance of student, to ascertain the impact of digital equipment on the learning culture of student, to examine the role of government in enhancing the availability of digital learning equipment in higher institution and to ascertain if there is any relationship between digital learning equipment and student academic performance. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Lagos. Hypothesis was tested using Chi-Square statistical tool (SPSS).


 Use of digital methods for teaching and learning motivates students and feel like a group, attention given for individual. It eases communication and improves the relationships that sustain learning. It is apparent from the results of the present study that most of them are interested in using internet and digital tools for learning purposes. The results also show that factors for Students’ Digital learning are Prior computer skills and support at home, Perception Towards Digital Learning, Teacher-Student Relationship, hours spent on Digital learning and student’s Motivation towards learning have significant effect on academic achievement and student performance in digital learning. Particularly, the increasing learning time for students with digital learning relatively enhances the learning performance. Student satisfaction on Digital learning becomes key for Academic achievement.


Based on the findings of this study, the following recommendations are proposed: As the analysis of data gathered on a small sample of student population, a detailed research involving more schools in different areas or clustered area can be considered for more reliable and effective results. Gender, age, economic and social factor can be investigated with detail coverage of large population. A study of Digital learning effect on cognitive factors such as Decision making, Problem solving, Creativity of student can be considered A study of Digital learning effect on Languages and Communication of student can be considered. Effect of remote held devices in virtual classrooms for responding to question and quick evaluation can be considered for study.


  • Gupta, A. (2007). Learning Environments of Technology Supported Secondary Science Classrooms: A Study in an Indian School. (December).
  •  James, E. (2001). Learning to Change: ICT in Schools. Schooling for Tomorrow. Education and Skills. In Educational Technology & Society. Retrieved from
  • Daud, R., Jalil, Z. A., & M.Gunawan, M. N. F. (2015). Community College Students’ Perception Towards Digital Learning in Malaysia. Procedia – Social and Behavioral Sciences, 195, 1798–1802.
  •  Mikropoulos, T. A., & Perspectives, I. (2018). Research on e-Learning and ICT in Education. In Research on e-Learning and ICT in Education.
  • Lin, M. H., Chen, H. C., & Liu, K. S. (2017). A study of the effects of digital learning on learning motivation and learning outcome. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3553–3564.
  •  Ijaduola, K. O. (2011). A Survey of Teacher-Student Relations in Secondary Schools. African Research Review, 1(3), 65–75.
  • Roy, A. (2010). SMEs: How to Make a Successful Transition from Conventional Training Towards e-Learning. International Journal of Advanced Corporate Learning (IJAC), 3(2), 29–42.
  • Sunkara, V. M., & Kurra, R. R. (2017). An Analysis of Learner Satisfaction and Needs on ELearning Systems. International Journal of Computational Intelligence Research, 13(3), 433– 444.
  • Zuvic-Butorac, M. (2011). Issues in Informing Science and Information Technology Blended E-Learning in Higher Education: Research on Students’ Perspective. 8. Retrieved from
  •  Kamble, A. D., Prof, A., Law, P. D. P., Phaltan, C., & Maharashtra, D. S. (2013). Digital Classroom : The Future of the Current Generation. 2(2), 41–45.
  •  Alikhan, R., Peters, F., Wilmott, R., & Cohen, A. T. (2004). Fatal pulmonary embolism in hospitalised patients: A necropsy review. Journal of Clinical Pathology, 57(12), 1254–1257.



WeCreativez WhatsApp Support
Our customer support team is here to answer your questions. Ask us anything!