Factors that affect students’ attitudes towards virtual learning in Abuja, Nigeria

Abstract

This study examines the determinants influencing students' attitudes towards virtual learning in tertiary institutions within the Federal Capital Territory (FCT), Abuja, Nigeria. The shift to virtual learning, accelerated by the COVID-19 pandemic, has highlighted both opportunities and enduring challenges that influence students' engagement and perceptions. Using a descriptive survey research design, data were gathered from 30 undergraduate students in the Department of Computer Science at Veritas University, Abuja, via a structured questionnaire. The research focused on primary factors including digital infrastructure, socio-economic status, digital literacy, institutional support, pedagogical elements, and student engagement and interaction. We used descriptive statistics and Pearson's product moment correlation to look at the data. The outcome indicated that digital infrastructure, socio-economic status, digital literacy, institutional support, pedagogical practices, and student engagement possess a significant and robust correlation with students' attitudes towards virtual learning. Most people who answered the survey had good digital skills and were generally positive about virtual learning. However, they also said that poor internet connectivity, unreliable power supply, and lack of technical support from their institutions were major barriers. Pedagogical approaches were regarded with relative positivity; however, insufficient interaction between students and lecturers persisted as a significant concern. The study concludes that while students are open to virtual learning, its efficacy and longevity are contingent upon enhancements in infrastructure, fortified institutional support systems, and the adoption of more interactive pedagogical approaches. To improve student engagement and get the most out of virtual learning in Nigerian colleges and universities, these issues need to be dealt with.