Speaker
Description
Agal, A. A.
College of Education, Gindiri, Plateau State, Nigeria
ankoanfiagal@gmail.com
Track: Inclusion, Equity and Digital Access
This study will examine the relationship between digital infrastructure and physics learning outcomes in selected higher education institutions in Plateau State, Nigeria. Specifically, it will assess the availability and accessibility of digital infrastructure and determine its correlational and predictive influence on students’ learning outcomes in physics. A correlational survey research design will be adopted, targeting undergraduate physics students in selected institutions through a multistage sampling technique. A sample of 300–400 participants will be selected for the study. Data will be collected using the researcher-developed Digital Infrastructure and Physics Learning Outcomes Questionnaire (DIPLOQ). The instrument will measure digital infrastructure dimensions, including internet access, learning management systems, smart classrooms, virtual laboratories, simulation software, and digital libraries. Physics learning outcomes will be assessed through indicators such as student motivation, academic engagement, academic achievement, practical skills acquisition, and research competence. The instrument will be validated by experts, and its reliability will be established using Cronbach’s alpha coefficient, with a minimum acceptable threshold of 0.70. Data will be analyzed using mean and standard deviation to answer the research questions, Pearson Product Moment Correlation to determine relationships among variables, and multiple regression analysis to assess the predictive influence and relative contributions of digital infrastructure components to physics learning outcomes. The study is expected to provide empirical evidence on the role of digital infrastructure in enhancing physics education and inform policies and institutional practices aimed at improving learning outcomes and reducing the digital divide in higher education institutions.