Digital Access among Economics Students: In Terms of Material Access

Abstract

The internet and other digital technologies, which provide students access to a prosperity of knowledge and allow them to explore their interests and learn at their own pace, will enable them to do both. The teaching and learning process has grown more effective and meaningful due to ICT's ability to support self-paced learning through various instruments, including assignments, computers, and other devices. Examining the digital divide between economics class 12 students in public and private schools based on access is the main objective of this study. This study used a cross-sectional quantitative survey as its sole data collection method. The researcher used a simple random selection procedure to select 125 respondents from the population as a sample. This study found that private school students have better access than community schools in terms of material access to ICT in school. By giving ICT access in the classroom and persuading parents that it is a fundamental necessity, schools (public and private) can develop highly ICT smartness students in Nepalese.

Challenges Toward Learning Mathematics

“…School factors encompass aspects such as the physical environment, availability of learning resources, and teaching and learning strategies. Joshi (2017) found that most students had a favorable attitude toward mathematics. However, they encountered a number of difficulties, such as lack of confidence, math anxiety, inadequate guardian qualifications, unfavorable home environments, social discrimination, a lack of qualified teachers, a lack of teaching materials, and a lack of essential physical facilities.…”

Teacher's Perception Regarding the Use and Challenges of ICT in Teaching-learning

“…However, the importance of ICT is well known among all economics teachers, and the use level is low on the natural ground ( (Joshi, 2022). Despite keen interest in using ICT in the classroom, most teachers do not use technology in teaching-learning.…”

“…Some teachers are less in technology, some are suffering in financial crisis to manage the equipment, and some do not want to provide extra effort to the classroom (Guzman Mena, 2020b;Ifinedo et al, 2019;Chandan Singhavi & Prema Basargekar, 2019). Administrative enforcement and motivation are the common obstacles in every institution to use innovation in the classrooms (Joshi, 2022). The successful integration of ICT in the classroom largely depends on instructors.…”