Impact of Internet-Enabled Classrooms on Learners' Academic Performance in University of Ibadan Distance Learning Center

Abstract

Modern educational view shows that technological integration changed both the method of delivery and student experience of educational content. Internet-enabled classrooms represent a fundamental development that transforms education delivery at worldwide institutions. A descriptive study of survey research approach was adopted for this study. Simple random technique was used to select 200 respondents in University of Ibadan distance learning center. Inferential statistics together with frequency tables and percentage analysis were employed to evaluate the results. The research findings show that research assistance from the internet is common for 59% of participants yet 34% called internet connections "essential for accessing modern info sources" while 10% acknowledged its value for exam preparation and 27% find the internet helpful for assignments and only 5% noticed it facilitates student-lecturer interactions. Internet-enabled classrooms are viewed as instrumental in improving access, collaboration, engagement, and essential skills, which collectively enhance academic performance. There was a significant relationship between internet and students’ academic performance (R2 = 0.402, p<0.01). There was a significant relationship between internet-enabled classrooms and students’ academic performance (R2 = 0.279, p<0.01). Based on the findings, it was recommended that university administrators should invest in premium high-speed internet service at the maximum bandwidth level in order to solve slow network speeds. Organized training should occur frequently to help users from all categories enhance their internet usage effectiveness.