Exploring the Impact of Digital Divide on the Academic Performance of STEM Students in Hybrid Modality
DOI:
https://doi.org/10.58459/icce.2024.4981Abstract
This paper investigates the digital divide among undergraduate students enrolled in STEM programs at a satellite campus of a public university. A survey was conducted to collect data on access to technology, internet connectivity, socioeconomic status, and the use of digital educational materials. The results show that more than half of the respondents are from households classified as 'poor,' reflecting disparities in technology ownership and access. While most students own a smartphone, less than half have their own tablet or computer, and the majority rely on mobile data for internet connection. Using k-means clustering, three distinct student groups were identified, primarily distinguished by device ownership, frequency of computer use outside school, and proficiency in using digital tools such as email, social media, and office productivity software. The study found a slight but significant difference in academic performance (measured by general weighted average) between two clusters, corresponding to differences in access and digital proficiency. The findings highlight the need for targeted support programs, improved internet accessibility, and enhanced digital literacy training to address the digital divide and promote equitable educational outcomes in a hybrid learning environment.