Mobile Digital Laboratories for Inclusive Science Learning

Bridging the Rural–Urban Divide in Ogbadibo LGA of Benue State, Nigeria

Abstract

Access to quality science learning resources remains a persistent challenge in rural Nigerian schools, where limited laboratory infrastructure restricts students' ability to engage in hands-on experimentation and inquiry-based learning. This study examined the effectiveness of mobile digital laboratories as tools for inclusive science learning in bridging the rural–urban divide in the Ogbadibo Local Government Area of Benue State, Nigeria. Using a quasi-experimental design, 400 junior secondary school students participated in the study, comprising 200 in the experimental group and 200 in the control group. The Science Learning Achievement Test (SLAT) was used to collect data before and after the intervention. Descriptive and inferential statistics were employed to analyse students' performance. Findings revealed that students exposed to mobile digital laboratory experiences achieved significantly higher mean scores than those taught using conventional methods. The results highlight the potential of mobile digital technologies to democratise science education, foster inclusion, and promote equity in learning outcomes across geographical divides. The study recommends adopting mobile digital laboratories as an innovative instructional model for improving science learning in underserved areas of Nigeria.