Dr Victoria Atah Abanyam, Dr Anakwue Anthonia Laetitia, Udida Fabian Ugbe & P. U. Ushie
Abstract
The rapid advancement of technology and the global shift towards virtual education have significantly impacted Nigeria’s educational landscape. In this evolving context, maintaining students’ engagement in virtual classrooms has become paramount for effective learning outcomes. This meta-analysis systematically adopts descriptive research design and explores the strategies employed by Nigerian educators to sustain students’ engagement in virtual learning environments. Drawing on a diverse range of studies published between 2010 and September 2024, the authors identified key strategies, including active learning techniques, instructor presence, personalization, collaborative interaction, and assessment methods. While these strategies align with international best practices, their effectiveness varied across studies due to contextual factors specific to Nigeria, such as limited technological infrastructure and socio-economic disparities. The implications of this meta-analysis extend to educators, policymakers, and curriculum designers, emphasizing the importance of context-aware strategies, professional development, and technological investments. This study underscores the need for culturally sensitive approaches to foster inclusivity and engagement in Nigerian virtual classrooms. The findings contribute to the ongoing discourse on virtual education in Nigeria, providing valuable insights for improving the quality of online learning and promoting equitable access to education in the digital era.