CBT: Secondary Students Struggle Without Computers, Internet In Taraba

 

·         How Digital Divide in Schools Threatens Students' Academic Success

Many secondary schools across Taraba State lack computers, leaving students without practical exposure to technology and computer-based learning, a situation that is hindering their performance in national examinations, Taraba Truth and Facts investigations have revealed.

The problem is most severe in rural communities, where students are unable to develop essential computer skills required for the Joint Admissions and Matriculation Board (JAMB) Computer-Based Test (CBT) and other examinations. Research indicates that many public secondary schools still face inadequate and poorly maintained ICT facilities, with limited or no access to the internet. In some schools, a single computer serves dozens of students, making hands-on practice virtually impossible.

Several teachers told Taraba Truth and Facts that the absence of ICT infrastructure significantly limits students' ability to compete academically, particularly in technology-driven assessments. One teacher noted, "Even when students study hard, they struggle during CBT exams because they have never interacted with computers practically. This is a serious disadvantage."

Kamalu Aliyu Babando, a Senior Lecturer in Information and Communication Technology (ICT) at Taraba State Polytechnic, Suntai Campus, called on the state government to provide computer systems in public secondary schools. Speaking in an interview, he emphasized that access to computers would equip students with critical 21st-century skills and improve their chances of success in national examinations such as SSCE and JAMB.

"The rapid advancement of science and technology requires students to engage in practical computer-based learning, research, and innovation," Babando said. "Many learners are currently disadvantaged due to the lack of basic ICT facilities in public schools." He added that providing ICT tools would complement the Free Education Policy of Governor Agbu Kefas and better prepare students for a technology-driven world.

Educators have expressed frustration over the difficulty of integrating ICT into lessons when basic facilities are absent or non-functional. "The lack of ICT resources also affects teachers, who are unable to implement modern teaching methods such as digital simulations, online research, and interactive learning," Babando noted.

Dorcas Elisha, Executive Director of MarBen Foundation, who recently toured 32 public secondary schools and engaged with over 3,000 students, confirmed the severity of the digital gap. She stressed that rural learners are disproportionately affected, with many never having interacted with computers or online learning platforms.

"Most students in rural communities have no access to computers, and national examinations are increasingly moving to digital formats," Elisha said. "Without exposure and hands-on training, these students are at a severe disadvantage, and it limits their career prospects."

Experts and stakeholders are urging the Taraba State Government, private organizations, and development partners to provide ICT facilities and training in schools to bridge the digital divide, enhance internet access, and equip students with the skills necessary to succeed academically and professionally.

Failure to prioritize ICT provision, experts warn, will continue to place students from rural communities at a disadvantage, both academically and in future career opportunities.