Investigating the Socioeconomic Factors Influencing Access and Equity in Online Learning

Abstract

The present study examines the impact of socioeconomic status on the accessibility and engagement in web-based learning. The study employed quantitative methodologies to gather data from a representative cohort and subsequently subjected it to analysis utilizing both descriptive and inferential statistical techniques. The findings contribute to the existing literature by providing further insight into the intricate correlation between socioeconomic status and access to online educational resources, equity, and engagement. The results indicate that online learning opportunities are distributed relatively evenly irrespective of an individual's gender. Notwithstanding, there could potentially exist variations between genders with regards to their level of involvement and their subjective evaluations of complexity. The imperative to redress educational and digital disparities in order to ensure equitable opportunities for individuals with lower levels of education and income is emphasized by the correlation between higher levels of education and income and increased availability of online learning resources. The findings of the study indicate a positive correlation between socioeconomic factors and engagement in the learning process, implying that individuals with greater advantages in these domains exhibit a higher propensity to actively engage in online education. The study underscores the necessity of implementing targeted measures and strategies aimed at bridging the digital divide and promoting fair and impartial entry to and engagement in internet-based education.