ICT Access, Digital Tools, and Academic Performance of Secondary School Students in Jos South LGA, Plateau State, Nigeria

This study investigated the influence of Information and Communication Technology (ICT) access and utilization on the academic performance of public secondary school students in Jos South Local Government Area of Plateau State, Nigeria. Using a descriptive survey research design, data were collected from 196 students drawn from eight purposively selected public secondary schools. The study examined students’ access to personal digital devices, exposure to computer studies, frequency of ICT use for learning activities, and perceived influence of ICT on motivation, assignment completion, and academic performance. Findings revealed that access to smartphones significantly enhanced students’ engagement with home assignments, while exposure to computer studies improved motivation and academic aspirations. However, unequal access to ICT resources and inadequate school-based infrastructure constrained optimal learning outcomes. The study concludes that learner-centered ICT access plays a critical role in improving academic performance and recommends equitable digital inclusion strategies, strengthened school ICT infrastructure, and learner-focused digital literacy programs in public secondary education.

ICT access; student performance; digital learning; public secondary school students

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