DIGITAL LITERACY SKILLS AND ACADEMIC ACHIEVEMENT: EVIDENCE FROM UNDERGRADUATE STUDENTS IN PUBLIC UNIVERSITIES
Keywords:
Digital Literacy, Academic Achievement, Undergraduate Students, Higher Education, Nigeria, Ambrose Alli University, Information Communication Technology.Abstract
This study investigated the correlation between digital literacy skills and academic achievement of undergraduate students in Ambrose Alli University, Ekpoma, Nigeria. The study was guided by research questions and a hypothesis. A correlational research design was adopted. The population comprised all undergraduate students of Ambrose Alli University, from which a sample was determined using Yamane’s formula for sample size calculation. The instrument for data collection was a structured questionnaire. Its reliability was determined via Cronbach’s alpha, yielding a coefficient of 0.82, indicating high level of internal consistency. Data were analyzed using descriptive statistics (mean, standard deviation, frequency counts, percentages) and inferential statistic (Pearson’s Product Moment Correlation). Findings revealed that undergraduate students demonstrated moderate levels of digital literacy skills, and their academic achievement profile varied across faculties. A significant positive correlation was established between digital literacy skills and academic achievement. The authors conclude that digital literacy skills were critical for enhancing undergraduates’ academic success. It was recommended among others that universities should endeavor to invest in digital literacy training in order to foster students learning outcomes.
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