Azubuike Obiageri Bridget, Adegboye Oyindamola, Quadri Habeeb
TEP, Centre. 6A Kolawole Shonibare Street, Ilupeju Lagos. Nigeria. School of Education, University of Bristol. UK.
TEP, Centre. 6A Kolawole Shonibare Street, Ilupeju Lagos. Nigeria.
Int J Educ Res Open. 2021;2:100022. doi: 10.1016/j.ijedro.2020.100022. Epub 2020 Dec 15.
This study investigates the digital divide in access to remote learning for children in Nigeria, as a result of the COVID-19 pandemic. The data used in this study is from a survey conducted by The Education Partnership (TEP) Centre and the Nigerian Economic Summit Group (NESG), which sampled 557 students and 626 parents living in Nigeria. From the survey, we found: a relationship between the socioeconomic status and the digital divide in accessing remote learning, significant differences in students' access to remote learning opportunities during the pandemic, and significant differences in access to digital tools between students in government schools and their private school counterparts. We also found a statistically significant association between parental level of education and the ability to support children's remote learning during the pandemic.
本研究调查了因新冠疫情导致的尼日利亚儿童远程学习机会方面的数字鸿沟。本研究使用的数据来自教育伙伴关系（TEP）中心和尼日利亚经济峰会集团（NESG）进行的一项调查，该调查对居住在尼日利亚的557名学生和626名家长进行了抽样。通过调查，我们发现：社会经济地位与远程学习机会方面的数字鸿沟之间存在关联；疫情期间学生获得远程学习机会存在显著差异；公立学校学生和私立学校学生在获取数字工具方面存在显著差异。我们还发现，家长的教育水平与疫情期间支持孩子远程学习的能力之间存在统计学上的显著关联。
