Assessment of Information and Communication Technology Integration on Girl-Child Education in Nigeria

Information and Communication Technology (ICT) has emerged as a transformative tool for enhancing educational access, participation, and outcomes, particularly for marginalized groups such as girls in developing countries. This study assessed the integration of Information and Communication Technology in girl-child education in Nigeria, with a focus on Lagos State and comparative insights from other states. Employing a cross-sectional survey design, data were collected from 1,200 respondents, including female students, teachers, and ICT coordinators. Descriptive statistics, t-tests, ANOVA, and multiple regression analyses were conducted to assess relationships between ICT access, frequency of use, teacher ICT competency, and educational outcomes. Results indicate that Lagos State exhibits the highest levels of ICT access (85%), weekly usage (78%), and teacher competency (70%), which collectively contribute to superior student participation scores and academic performance. Regression analyses revealed that ICT access (β = 0.41, p < 0.001) and teacher competency (β = 0.27, p < 0.001) significantly predict girls’ educational participation, while frequent ICT use is associated with higher academic performance (p < 0.001). Regional disparities were also observed, with northern states reporting lower access and participation, highlighting the persistence of the digital divide. The findings underscore the importance of comprehensive ICT integration strategies, including infrastructure development, teacher training, and flexible e-learning platforms, to enhance equitable access and empower girls. Lagos State serves as a model for implementing scalable ICT interventions to reduce gender gaps in education. The study contributes to policy discourse on leveraging ICT for human capital development and provides evidence-based recommendations for enhancing girl-child education in Nigeria.