Bridging the archipelagic digital divide: A correlational analysis of technological access and academic performance in Andaman and Nicobar schools

The purpose of this paper is to calculate the relationship of learning style and level of school accomplishment of the Generation Z pupils in the remote and digitally disconnected geographic location of Andaman and Nicobar Islands. The study uses the CIPP (Context, Input, Process, Product) management model to identify systemic bottlenecks and assess the impact of digital systems on learning outcomes in remote and urban islands. The study adopted a quantitative correlational approach by using a cross-sectional survey and stratified sampling method in three districts: South Andaman, North & Middle Andaman, and Nicobar. The researcher collected and analysed data from UDISE+, PARAKH, and primary survey data, and used Pearson correlation and linear regression to determine the relationship between the constructed Technology Exposure Index and student Grade Point Average (GPA). The findings of the study show that there is a noticeable digital gap, and the access to ICT in remote tribal areas is 18%, compared to 82% in urban Port Blair. As for academic performance, the lagging tribal areas, where the proportion of secondary school-age students enrolled in school is 18% compared to 82% in urban Port Blair, has the greatest impact, and the in-regression analysis, technological exposure accounts for 80% of the factors that explain and contribute to students' academic success. Additionally, the study concluded that technology functions as a “pedagogical safety net” by narrowing performance gaps in “High Tech-Access” schools when compared to “Low Tech-Access” schools. This study offers a strategic approach to the educational management of archipelagos. A