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CH 4 & CH 5 - Nat & [Link] ANIS NATASHA BT AZHAR

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Jul 15, 2024 6:07 AM GMT+8 Jul 15, 2024 6:08 AM GMT+8

10% Overall Similarity

The combined total of all matches, including overlapping sources, for each database.
2% Internet database 2% Publications database
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9% Submitted Works database

Summary
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CHAPTER 4

RESEARCH FINDINGS

4.1 Introduction

This chapter discusses the findings from the data collection of the interview session. It will
discuss the analysis of the study that has been conducted in June 2024. This chapter also covers
the background of respondents and aspects that are related to this chapter. Following that, the
findings from data collection are discussed. The final section concludes the chapter.

4.2 Background of respondents

There were a total of 28 students from SMK Baling that took part in this data collection phase
for research studies. The respondents were mostly female, comprising 26 individuals (92.86%),
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with males making up the remaining 7.14% (2 respondents). The age range of the participants
was from 14 to 17 years old, with 42.86% aged 14 (12 respondents), 25% aged 16 (7
respondents), and 32.14% aged 17 (9 respondents).
The students came from both upper and lower secondary levels, showing the school's
mix of students. Most of the respondents live in the school dormitory, while some travel daily
from home to attend classes. Their willingness to take part and share their thoughts on the
research questions gave valuable insights from both groups of students. This mix of living
situations and ages broadens the study's scope, providing a thorough look at student experiences
and viewpoints within the school community.

Table 4.1

Respondent’s Information

Pseudonym Gender Age Secondary Level (Upper/Lower)

2
Respondent 1 Female 17 Upper

Respondent 2 Female 17 Upper

Respondent 3 Female 16 Upper

 Respondent 4 Female 17 Upper

Respondent 5 Female 14 Lower

Respondent 6 Female 14 Lower

Respondent 7 Female 14 Lower

Respondent 8 Female 14 Lower

Respondent 9 Female 14 Lower

Respondent 10 Female 14 Lower

Respondent 11 Female 17 Upper

Respondent 12 Female 16 Upper

Respondent 13 Female 14 Lower

Respondent 14 Female 14 Lower

Respondent 15 Male 17 Upper

Respondent 16 Female 14 Lower

Respondent 17 Female 14 Lower

Respondent 18 Female 14 Lower

Respondent 19 Female 17 Upper

Respondent 20 Female 16 Upper

4
Respondent 21 Female 14 Lower

Respondent 22 Female 16 Upper

Respondent 23 Male 17 Upper

Respondent 24 Male 14 Lower

Respondent 25 Female 14 Lower

Respondent 26 Female 16 Upper

Respondent 27 Female 14 Lower

Respondent 28 Male 17 Lower

Source: Researcher’s Fieldwork (2024)
 4.3 Findings
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This section includes the findings from the research fieldwork, organized to clarify the research
objectives. The themes that have been identified are systematically organized and structured to
correspond with the study questions, objectives, thorough literature analysis, theoretical
framework, and empirical insights. The study successfully examines and depicts the complex
relationship between digital divide issues and high school pupils in Baling, Kedah, by grouping
the research data into three themes. This method not only makes things clearer, but it also
deepens our understanding of how digital inequities appear and affect children in the local
educational setting.

4.3.1 Research Objective 1: To understand how secondary school students in Baling, Kedah
3
view the potential long-term impacts of digital poverty on their future education.
3
4.3.1 Perception of Digital Poverty's Impact on Future Education

Digital poverty significantly impacts students' perceptions of their future educational prospects.
Based on the findings, the researcher identified several themes. According to the survey, students
who lack digital resources face a variety of challenges, including limited access to learning
materials, reduced academic performance, and restricted future opportunities.

[Link]: Limited Access to Learning Resources

Digital poverty significantly limits students' access to essential learning resources. Without
reliable internet access, students are unable to utilize online textbooks, academic articles,
and educational videos, which are crucial for comprehensive learning. This limitation
affects their current academic performance and hinders the development of critical digital
literacy skills necessary for future educational pursuits and career opportunities.

"The internet is needed at home for communication and accessing

information."
(Respondent 1)
"Using textbooks alone is limiting, the internet makes learning easier."
(Respondent 10)
 "I feel the need to find information related to my studies using the
internet."
(Respondent 9)
"I use the internet to find more information for my studies."
(Respondent 5)
"Yes, because there is more information available on the internet."
(Respondent 3)

[Link]: Reduced Academic Performance

8
The effect of digital poverty on academic performance is significant. Students without
sufficient internet access find it difficult to join online classes, finish digital homework,
and use interactive learning tools. This lack of access results in missed lessons, incomplete
assignments, and lower overall academic achievement. The digital divide creates an
inequality in educational outcomes, placing students from low-income families at a
considerable disadvantage compared to their peers.

"When I don't have internet at home, I can't join when the teacher
conducts Google Meet."
(Respondent 11)
"The slow internet makes it difficult to do my homework online."
(Respondent 9)
"I can't participate in online quizzes because of the slow internet."
(Respondent 19)
"Sometimes the network is slow."
(Respondent 6)
"Sometimes the network loses connection, and sometimes it is slow."
(Respondent 7)

[Link]: Limited Future Opportunities

11
Digital poverty restricts students' future opportunities by limiting their ability to develop
essential digital skills. In an increasingly technology-driven world, proficiency with digital
 tools is crucial for higher education and employment Students who lack regular internet
access and personal digital devices are at a disadvantage in developing these skills, which
can hinder their competitiveness in the job market and reduce their chances for upward
12
social mobility. Addressing digital poverty is essential for ensuring that all students have
an equal opportunity to succeed in the future.

"It is difficult to live without the internet."

(Respondent 2)
"My parents do not provide me with a phone because I reside in the school
hostel, thus they deem it unnecessary."
(Respondent 25)
"Living in a rural area makes it hard to get a good internet connection."
(Respondent 8)
"If I don't have the internet, I feel left behind."
(Respondent 19)
"Without internet access, it's hard to stay informed about the outworld."
(Respondent 11)

1
4.3.2 Research Objective 2: To examine factors that contribute to digital poverty among
secondary school students in Baling, Kedah.

4.3.2 Contributing Factors to Digital Poverty

Several factors contribute to digital poverty among students. Based on the findings, the researcher
identified key themes including financial problems, lack of personal devices, and sharing devices
with family members.

[Link]: Financial Problem

Financial problems are a major factor contributing to digital poverty among students. Many
19
families in Baling Kedah have limited financial resources, making it difficult to afford
19
digital devices and internet subscriptions. The high costs associated with purchasing
smartphones, tablets, or computers, along with the ongoing expense of internet access,
place a heavy burden on families with low incomes. This financial problem prevents
students from accessing the digital tools they need for their education.

"My family cannot afford to buy one."

(Respondent 11)
"I estimate my family's financial income is not up to RM2,000 per month."
(Respondent 10)
"Sometimes my dad only provides for the family around RM500 or
RM600."
(Respondent 11)
"My parents' income is just enough to get by."
(Respondent 12)
"Our family income is not sufficient to support additional digital needs."
(Respondent 10)

[Link]: Lack of Personal Devices

The absence of personal digital devices is another critical issue contributing to digital
poverty. Many students do not have their own devices and must depend on shared family
resources, which might be insufficient or inaccessible for educational needs. Without
personal devices, students struggle to fully engage with online learning platforms, complete
digital assignments, or participate in virtual classes, significantly restricting their
educational opportunities.

"I do not possess my own mobile phone as my family is financially

constrained and perceives no necessity for me to have one."
(Respondent 10)
“No, I do not have a phone. I am sharing one with my parents."
(Respondent 8)
"No, I do not have my own phone."
(Respondent 19)
14
"No, I don't have my own phone because my family cannot afford to buy
one."
 (Respondent 11)
14
"No, I don't have my own phone because my parents don't give me one."
(Respondent 5)

[Link]: Sharing Devices with Family

In households experiencing digital poverty, sharing devices among family members is a

common scenario. This practice causes conflicts over device usage and often results in
insufficient access for educational purposes. When multiple family members need to use
the same device for work, education, or communication, students may not have enough
time or opportunity to complete their school-related tasks, further intensifying the
challenges of digital poverty.

"I share it with my siblings."

(Respondent 11)
"I use the internet on my parents' phone."
(Respondent 6)
"I utilize my parents' phones for internet access."
(Respondent 12)
"I borrow my mother's and father's phones."
(Respondent 10)
"I borrow my parents' phones when I need to use the internet."
(Respondent 5)

4.3.3 Research Objective 3: To analyze the socio-economic factors that lead to digital poverty
1
among secondary school students in Baling, Kedah.

4.3.3 Socio-Economic Factors Leading to Digital Poverty

Socio-economic factors play an important role in leading to digital poverty. Based on the findings,
the researcher identified key themes such as low family income and the financial impact on
education.
[Link]: Low Family Income

Low family income is a significant socio-economic factor leading to digital poverty. Many
families in Baling Kedah live on limited financial resources, which are barely sufficient to
meet basic needs such as food, housing, and utilities. This financial problem leaves little
24
room for additional expenses related to digital tools and internet access. As a result,
students from low-income families are less likely to have essential digital resources, which
hinders their educational progress and continues the cycle of poverty.

"My father works at JKR (Public Works Department) with a salary of

RM1500 only."
(Respondent 19)
"My parents' income is not sufficient to support digital needs."
(Respondent 10)
"My father's income is not stable. He can only get around RM500 or
RM600 monthly."
(Respondent 11)
"Our monthly income is just enough to cover basic needs."
(Respondent 12)
"My parents' income is only sufficient for basic expenses."
(Respondent 11)
[Link]: Financial Impact on Education

The financial effects of digital poverty go beyond just not being able to buy devices and
internet access. It also affects students' ability to afford other educational materials and
opportunities. The cost of study modules, educational software, and supplementary
learning resources can be prohibitive for families already struggling to make ends meet.
This financial burden limits students' access to a comprehensive education and diminishes
their chances of academic success and future career opportunities.

"I need to buy many study modules."

(Respondent 11)
 "It's difficult to do the tasks given by the teacher online because I don't
have my own mobile phone."
(Respondent 10)
"The cost of study materials is high, making it difficult to afford them."
(Respondent 12)
"I need more financial support for my education."
(Respondent 5)
4.3.4 Support Systems and Assistance

Support systems and assistance are vital in mitigating the effects of digital poverty. Based on the
findings, the researcher identified themes related to receiving scholarships, lack of school
assistance, and family support.

[Link]: Receiving Scholarships

Scholarships and financial help are very important in lessening the effects of digital
poverty. These forms of support provide students with the necessary funds to purchase
digital devices, pay for internet subscriptions, and access other educational resources. By
easing some of the financial burden, scholarships enable students to participate more fully
in their education and improve their academic outcomes. However, the availability and
sufficiency of these support systems differ, and not all students receive the assistance they
need.

"I receive a scholarship of RM800 per year."

(Respondent 1)
"I receive zakat assistance from the school."
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(Respondent 2)
"Yes, I received assistance from the school for two years."
17
(Respondent 3)

"I received zakat from the school."

(Respondent 10)
[Link]: Lack of School Assistance
The lack of institutional support can leave students without the necessary resources to
engage in online learning and complete their educational tasks.

"No, I do not receive any assistance."

(Respondent 5)
"I don't receive any additional support from the school."
(Respondent 11)
"There is no financial assistance provided by the school."
(Respondent 10)

[Link]: Family Support

Family support is very important in helping students deal with the problems caused by not
having access to digital devices and the Internet. Parents who prioritize education and
encourage their children to pursue their studies can provide emotional and motivational
support, even if financial resources are limited. This support helps students stay focused
on their educational goals and keep going despite the problems caused by not having access
to digital devices and the internet. Families that can spare a bit of their funds for digital
13
tools, however small the amount, help lessen the impact of digital poverty on their
children's education.

"My parents emphasize education and always ask me to go to school."

(Respondent 19)
"My parents prioritize education and encourage me to go to school every
day."
(Respondent 12)
"Yes, my parents prioritize education."
(Respondent 21)

"My parents support my education and provide what they can."

(Respondent 5)
 "Education is important to my parents, and they motivate me to study
hard."
(Respondent 1)
4.3.5 Educational Environment

The educational setting has a major impact on whether it reduces or worsens the effects of digital
poverty. Based on the findings, the researcher pinpointed key themes related to the influence of
brothers and sisters on education and the education level of parents.

[Link]: Siblings and Education

The number of siblings and their educational status can influence a student's experience of
digital poverty. In larger families, resources such as digital devices and internet access may
be spread thin, resulting in limited availability for each child. The educational needs of
multiple siblings can create additional pressure on family resources, making it more
challenging for students to access the necessary tools for their education.

"I have two siblings, and my sister is still studying."

(Respondent 1)
"I have three siblings, all of us are still studying."
(Respondent 3)
"I have four siblings; my brother is working and the other still studying."
(Respondent 8)
"I have five siblings. My brother and sister are working with me, while two
siblings are still studying."
(Respondent 4)
"I have six siblings, and they are all in school."
(Respondent 12)

[Link]: Parents' Education Level

 The education level of parents affects their ability to support their children's education,
particularly in the context of digital learning. Parents with more schooling are more likely
to see the importance of digital devices and make getting them a priority. They may also
be better equipped to assist their children with digital literacy and online learning. In
22
contrast, parents with less education may not fully understand the importance of digital
access or may not know how to help their children use digital tools, making the effects of
digital poverty even worse.

"My mother studied until the STPM level, and my father passed away."
(Respondent 21)
"My father studied until the SPM level, and my mother studied until the
STPM level."
(Respondent 2)
"My father studied until the university level, and my mother studied until
the SPM level."
(Respondent 24)
"My parents' education level is only until secondary school."
(Respondent 10)
"My parents' education level is up to SPM."
(Respondent 19)

4.4 Conclusion

According to the data gathered, all of the respondents had essentially had the same experiences
from the findings and this chapter has discussed the findings from the data that has been collected
from the interview session. There are 28 respondents from 30 respondents who are willing to give
a full responsibility to answer all the questions that have been asked. In this chapter, the
researchers have made an observation to all the answers from respondents.
 16
CHAPTER 5

DISCUSSION AND CONCLUSION

5.1 Introduction

This chapter discusses and focuses on the finding of the studies that have been conducted by the
actual researcher in relation with the statement and also findings of the previous research that was
conducted by other researchers. The findings from the actual studies are being compared and
discussed with the other findings which will be presented through chapter 2 that is literature review.

5.2 Research Question Revisited

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The main aim of this study was to understand the digital divide among secondary school students
in SMK Baling. The focus was to investigate digital poverty and its impact on these students. The
respondents at SMK Baling were questioned about their experiences and challenges related to
digital access and usage. The researcher used interviews to gather knowledge, thoughts, and
7
opinions about the capability and effectiveness of digital resources among the students to answer
the first research question. This section revisits the research questions, relating them to the findings
and the conceptual framework of this research for a comprehensive discussion.

7
5.2.1 Research Question 1: How did the secondary school students in Baling, Kedah, think
digital poverty affects their future education?

13 1
This research question aims to explore the perceptions of secondary school students in Baling,
3
Kedah, regarding the impact of digital poverty on their future educational prospects. Digital
9
poverty, defined as the lack of access to digital devices, internet connectivity, and digital literacy,
can have significant implications for students' academic progress and future opportunities. From
the findings, the respondents think that digital poverty affects their future education as technology
has been one of the crucial aspects of learning. The necessity for internet access is viewed as
 critical for maintaining current academic requirements, engaging in online classes, and obtaining
a wide range of information relevant to their study (Kamraju, et al., 2024).

One of the students in SMK Baling said that “I think internet access is needed because
nowadays a lot of things require the internet for communication or information searching.
Education nowadays uses a lot of technology and so many things need to be adapted towards
technology. If I want to study further I need to use the technology and internet to join these online
classes" (Respondent 4). This response reflects on students' understanding of the importance of the
internet in obtaining educational resources and engaging in online classes, showing that a lack of
access can impede their academic development. This is consistent with how digital poverty is seen
6
to hinder their ability to fully engage in educational programs and build the essential digital skills
for future education (Westcott, 2023).

Other than that, students find technology more effective and beneficial for learning than
traditional textbooks, implying that digital poverty may hinder their learning efficiency and
damage their future education by making it more difficult to obtain concise and timely information.
Students’ preferences to use digital tools and the internet over traditional textbooks and procedures
as they believe that digital resources provide faster and more efficient access to information. This
inclination suggests that students will benefit more from a digital learning environment. However,
the preference for technology shows that students may feel disadvantaged if they do not have
8
access to digital gadgets and the internet, which may have an impact on their academic engagement
and performance (American University School of Education, 2020). As one of the respondents
said, “I prefer using the internet because it is easier to find concise information compared to long
textbooks” (Respondent 2). From this response, it indicates that students benefit more from a
digital learning environment and it aligns with how digital poverty affects their future education
as lack of access to digital gadgets and the internet can negatively impact their academic
engagement and performance, highlighting the need to address digital poverty to ensure equitable
access to education.

Moreover, the lack of personal electronics such as smartphones, as well as the difficulties
in obtaining learning materials, highlight students' practical challenges. These difficulties are
23
inextricably linked to digital poverty, in which students are unable to fully participate in their
23
education due to a lack of basic digital resources (Afzal et al., 2023). One of the students claimed
 that "The first challenge is that I don't have a phone so it's quite difficult to find information and
interact. Other than that, the learning materials are not in textbooks and are hard to find"
(Respondent 2). From this response, it emphasizes the direct impact of digital poverty on students'
ability to interact with instructional content, which may result in long-term educational failures.

In conclusion, the long-term educational impacts are significant. Students who cannot
develop digital literacy skills are at a disadvantage in a world where digital competence is
increasingly tied to academic and professional success. Without these skills, students may struggle
with higher education opportunities and career readiness, limiting their potential for upward social
mobility. In essence, digital poverty perpetuates a cycle of educational and socio- economic
disadvantage

30 34
5.2.2 Research Question 2: What are were the factors that contribute to digital poverty among
secondary school students in Baling, Kedah?
26 1
It is important to understand the factors that contribute to digital poverty among secondary school
1
students in Baling, Kedah. Several interrelated factors contribute to digital poverty among
secondary school students in Baling, Kedah. Firstly, infrastructural limitations play a crucial role.
The region's uneven distribution of energy and high-speed internet severely impedes students'
capacity to access digital resources (Luz et al., 2024). Access to dependable internet access is
restricted in rural and remote areas such as several parts of Baling, since these places frequently
lack adequate technological infrastructure. Issues with internet infrastructure, such as slow
connections or a lack of consistent access, can contribute to digital poverty. Infrastructural issues
prevent the regular and dependable internet access required for modern schooling. One of the
students highlighted “Sometimes using the internet has obstacles like a slow connection and I
always face this challenge as I live in the rural area” (Respondent 19). This demonstrates how
unstable internet infrastructure affects students' capacity to engage with digital learning tools.
According to Basar et al. (2021), low connections and infrequent connectivity can disturb their
study, limit their access to online resources, and prevent them from participating in virtual
classrooms or completing assignments. Addressing these infrastructure challenges is critical to
ensuring that all students, especially those in rural areas, have the stable internet connectivity they
require for their education.
 Affordability is another significant factor. Many families in Baling, particularly those from
low-income backgrounds, cannot afford the high costs associated with digital devices and internet
services. This financial barrier prevents students from owning personal devices necessary for
online learning and accessing educational resources (Muhamad Ali et al., 2024). The high cost of
data packages also limits continuous internet access, further exacerbating the digital divide. From
the findings, one of the respondents highlighted “My father said there wasn't enough money to buy
a phone for each child because I have many siblings and sometimes the school requires us to pay
PIBG fees and I'm in Form 5 so I still use a lot of money for books” (Respondent 4). Financial
limitations within families are a significant factor contributing to digital poverty. Many students
come from families with limited incomes, where the available funds are prioritized for basic
necessities and education-related expenses such as books and fees (Munir et al., 2023). This leaves
little to no budget for digital devices and internet services.

Another notable factor that contributes to digital poverty among secondary school students
is family responsibilities and priorities. According to Eynon and Geniets (2015), family
circumstances, such as illness or the need to prioritize other critical needs, further reduce the
resources available for digital tools and connectivity. This demonstrates how family obligations
and priorities lead to digital poverty. A student highlighted “My dad has passed away and my mom
is sick, she has leg pain and cannot stand for a long time, therefore, she cannot work” (Respondent
2). This situation demonstrates how family commitments and priorities can contribute to digital
poverty. When families experience medical problems or financial difficulties, obtaining digital
devices and providing reliable internet access become secondary priorities. These circumstances
not only put a strain on the family's financial resources, but they also affect the student's capacity
to engage in digital learning. As a result, students in such environments may lack access to the
digital tools and connectivity required for their education, exacerbating the digital divide and
restricting their educational options and prospects.
1
Finally, digital poverty among secondary school students in Baling, Kedah, is influenced
by multiple interconnected causes. Infrastructure issues, such as unstable internet access in rural
locations, are a significant barrier to students using digital learning tools. Affordability difficulties
aggravate the divide, with many families unable to buy basic digital gadgets and internet
connections. Furthermore, family obligations and financial constraints due to illness or low-wage
jobs limit access to technology. Addressing these difficulties is critical for ensuring fair access to
digital resources and expanding educational opportunities for all kids in the region.

5.2.3 Research Question 3: To what extent did Socio-Economic Status (SES) explain digital
1
poverty among secondary school students in Baling, Kedah?
1
It is crucial to understand how Socio-Economic (SES) explains digital poverty among secondary
5
school students in Baling, Kedah. Socioeconomic status (SES) represents an individual's or group's
position on the socioeconomic scale, determined by a combination of factors such as income,
education, occupation, and residence (Worthy et al., 2020). SES has a considerable impact on
digital poverty among secondary school pupils in Baling, Kedah. SES factors such as financial
level, parental education, and employment status impact a family's ability to provide digital
resources for their children. Parents' educational level and employment status have a substantial
impact on the family's economic stability, which in turn influences their ability to give digital
resources. Higher parental education is frequently associated with improved economic stability
and the ability to invest in digital tools. A student highlighted “My parents studied up to Form 3
only and my mother works as a cleaner and my father works as a KAFA teacher” (Respondent 4)
which illustrates that families with lower educational backgrounds and less stable employment
may struggle to prioritize spending on digital tools and connectivity. As a result, students in these
families may lack access to the necessary technology for their education, exacerbating digital
poverty and hindering their academic progress. Addressing the impact of parental education and
employment on digital access is crucial for ensuring equitable educational opportunities for all
students.

Apart from that, families with higher SES typically have better access to financial
resources, enabling them to afford digital devices and reliable internet connections (Qiu & Ye,
2023). These families are more likely to invest in technological tools and support systems that
enhance their children's educational experiences. In contrast, low-income families struggle to
allocate funds for digital devices and internet services, prioritizing immediate survival needs over
educational tools. This financial constraint leads to significant disparities in digital access among
students from different socio-economic backgrounds. Low household income directly impacts the
affordability of digital devices and internet services, perpetuating digital poverty among students
(Holmes & Burgess, 2022). Financial constraints prevent families from investing in essential
digital resources. A student highlighted “My family's monthly income is around RM800 to
RM1000” which illustrates that limited financial resources make it difficult for families to provide
the necessary digital tools for their children's education. Addressing these economic disparities is
6
crucial to ensure all students have equal access to the digital resources needed for their academic
success.

Aside from that, family size and the number of dependents is critical components of a
family's socioeconomic status and have a profound impact on digital poverty. According to
Rupnarain (2020), financial resources are frequently stretched thin in households with a large
number of dependents or children, making it challenging to set aside enough money for digital
gadgets and internet connection. This issue is worsened in homes when parents have low-wage or
uncertain occupations, which further limits their ability to finance their children's digital education.
One of the pupils commented, "I have eight siblings, two of them are still in university and the
remaining six are still in school. My mother is a housewife, while my father is a farmer, and the
family's monthly income is consistent, sometimes RM500 or RM600" (Respondent 11),
demonstrating how a large family size and fluctuating income can worsen digital poverty. In such
cases, prioritizing vital needs over digital resources is frequently required, leaving students without
21
enough access to the technology needed for their education. Addressing these issues is critical to
ensure equal access to digital tools and opportunities for all students, regardless of family size or
economic status.

In conclusion, socioeconomic status (SES) has a significant impact on digital poverty

among secondary school students in Baling, Kedah. lesser socioeconomic status (SES), defined by
variables such as lower parental education, unstable employment, and inadequate financial
resources, frequently limits families' capacity to provide vital digital tools and internet access to
their children. Higher-income families, on the other hand, have greater financial means, allowing
them to invest in technology that meets their children's educational needs. Furthermore, family
size and income variations limit access to digital resources, especially in homes with several
25
dependents or low-wage jobs. Addressing socioeconomic disparities is critical to ensure equal
access to digital education tools and opportunities for all students in the region.
5.3 Research Limitations

Based on the research conducted, several significant limitations have been identified that should
be carefully considered in future studies. One of the study's limitations involves an empirical
limitation, which became apparent due to the small number of respondents, who consisted of all
SMK Baling students. This narrow demographic focus severely limits the findings'
generalizability, as the particular qualities of SMK Baling, may not mirror the broader experiences
15
of high school students in other settings. To overcome this limitation, future research should try to
include a bigger and more diverse sample of respondents, as well as expand the study to different
28
districts and public schools, to get a more comprehensive understanding of the unique obstacles
and barriers faced by different student populations when accessing digital resources.

Another significant limitation was the unwillingness of some students to engage in the
interviews. This reluctance stemmed mostly from feelings of shyness and anxieties about being
recorded because they thought that it would be video recorded. However, some of the students
agreed to do the interview once we established that it would only be voice recorded but few
students still refused to be interviewed. Adolescent shyness is a typical hurdle in research settings,
as students may be uncomfortable conversing with strangers or discussing personal matters.
Concerns about being recorded may also originate from concerns about privacy, a fear of being
judged, or discomfort with being recorded. These factors most likely contributed to a smaller
number of willing participants and may have introduced bias into the sample, favoring persons
who were more comfortable with the interview format or subject matter.

5.4 Contributions of The Study

1
5.4.1 New insights into the digital divide and digital poverty among secondary school students
in Baling, Kedah.

In terms of theoretical contribution, this study sheds new light on the digital divide and digital
1
poverty among secondary school pupils in Baling, Kedah. It indicates that digital access and usage
cannot be measured solely based on the availability of devices and internet connections, but must
also take into account characteristics such as digital literacy and resource quality. Many rural
students struggle to make the best use of digital tools due to limited internet connectivity, which
has an influence on their academic performance. This study emphasizes the importance of
comprehensive digital inclusion strategies that go beyond supplying devices and target the whole
range of digital capacity.

5.4.2 The significant methodological contribution of employing semi-structured interviews in

the research

This study makes a substantial methodological contribution. The researchers were able to collect
in-depth and significant data from participants by using semi-structured interviews. This strategy
was helpful in recording students' nuanced experiences with internet access and usage. The
qualitative technique enabled the researcher to investigate complex issues with digital poverty that
quantitative methods might overlook. It contributed to a better understanding of how digital
injustices affect students' educational experiences and general well-being, highlighting the
importance of qualitative research in educational studies.
1
5.4.3 Specifically focused on the experiences of secondary school students in Baling, Kedah.
1
Finally, this study adds to existing empirical findings by concentrating on the experiences of
secondary school students in Baling, Kedah. It presents empirical evidence on the degree of digital
poverty in this rural setting, emphasizing the major influence on students' educational chances.
The findings indicate that students with greater access to digital tools do better academically and
have higher self-esteem. This study emphasizes the necessity of addressing digital poverty so that
every student has equal opportunities to thrive in their schooling. It also implies that specialized
measures are required to assist students from rural regions who are disproportionately affected by
digital poverty.

5.5 Research Recommendations

As for recommendations, in order to effectively address digital poverty among secondary school
31
students, a diversified approach is required. First and foremost, comprehensive digital literacy
initiatives must be included in the regular school curriculum. Starting these programs at a young
29
age guarantees that pupils learn important digital skills including internet navigation, online safety,
 9
digital communication, and fundamental coding. These skills are becoming increasingly important
for academic success and future job prospects in the digital economy.

Second, community involvement is critical in addressing digital injustices. Local communities and
stakeholders can gain greatly from participating in projects to reduce digital poverty. Furthermore,
community centers can serve as convenient locations for kids and families to get digital literacy
training and access free digital resources. This collaborative effort not only crosses the digital
divide, but it also promotes community bonds and creates an environment conducive to learning.

Thirdly, developing strong support mechanisms within schools is essential. Establishing

digital resource centers on school grounds allows students who lack personal access to gadgets or
dependable internet can nevertheless participate fully in digital learning. These centers can offer
loan devices, internet connection, and technical assistance to students in need. Furthermore, after-
school programs focusing on digital skill enrichment can augment classroom learning while also
providing additional opportunity for hands-on practice and exploration of digital tools and
technology.

We can effectively address digital poverty among secondary school students by applying
these comprehensive solutions, which include incorporating digital literacy into the curriculum,
engaging local communities in digital inclusion efforts, and creating support systems inside
schools. These efforts not only seek to give fair access to digital resources, but also to equip
35 18
students to succeed in an increasingly digital environment, ensuring that all students have the
opportunity to reach their full academic and personal potential.

5.6 Conclusion
3
In conclusion, this study shed light on the severe impact of digital poverty on students in secondary
schools in Baling, Kedah. Despite logistical hurdles and student resistance, semi- structured
interviews provided useful insights into students' digital access and usage experiences. The
11
findings emphasize the importance of comprehensive digital literacy programs in schools,
community-led initiatives to improve digital inclusion, and strong support networks inside
27
educational institutions. Addressing these ideas can help to reduce digital poverty and guarantee
that all students have equal opportunities to excel academically and socially in today's digital
world.
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