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| Formato: | Recurso digital |
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Zenodo
2025
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| Acceso en línea: | https://doi.org/10.5281/zenodo.17236177 |
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| _version_ | 1866901602104770560 |
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| author | Etele, Valentina Anulika (Ph.D) Okoh Kate C |
| author_facet | Etele, Valentina Anulika (Ph.D) Okoh Kate C |
| contents | <p><em><span>This study examined the role of digital literacy in the classroom, focusing on evaluating undergraduate students' technology skills and their impact on academic performance in Delta State universities, Nigeria. Using a descriptive survey research design, data were collected from 350 undergraduate students across five universities in Delta State, Nigeria, through a structured questionnaire titled “Digital Literacy Skills and Student Learning Questionnaire (DLSSLQ).” The study assessed students' digital literacy proficiency, engagement in learning activities, and academic performance, which was measured using Grade Point Average (GPA) records. Data analysis was conducted using descriptive statistics, and multiple regression analysis to determine the impact of digital literacy skills on academic success. The results revealed a significant positive relationship between students’ digital literacy skills and their academic engagement and performance. The findings suggest that improving digital literacy can enhance student learning outcomes, emphasizing the need for targeted digital skill development programs in universities. The study contributes to the growing body of knowledge on digital literacy and higher education while acknowledging limitations such as reliance on self-reported data and contextual constraints. The study’s recommendations highlight the importance of integrating digital literacy training into university curricula to support academic success in the digital age.</span></em></p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_17236177 |
| institution | Zenodo |
| language | |
| publishDate | 2025 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | DIGITAL LITERACY IN THE CLASSROOM: EVALUATING TECHNOLOGY SKILLS AND ITS EFFECTS ON STUDENT LEARNING Etele, Valentina Anulika (Ph.D) Okoh Kate C <p><em><span>This study examined the role of digital literacy in the classroom, focusing on evaluating undergraduate students' technology skills and their impact on academic performance in Delta State universities, Nigeria. Using a descriptive survey research design, data were collected from 350 undergraduate students across five universities in Delta State, Nigeria, through a structured questionnaire titled “Digital Literacy Skills and Student Learning Questionnaire (DLSSLQ).” The study assessed students' digital literacy proficiency, engagement in learning activities, and academic performance, which was measured using Grade Point Average (GPA) records. Data analysis was conducted using descriptive statistics, and multiple regression analysis to determine the impact of digital literacy skills on academic success. The results revealed a significant positive relationship between students’ digital literacy skills and their academic engagement and performance. The findings suggest that improving digital literacy can enhance student learning outcomes, emphasizing the need for targeted digital skill development programs in universities. The study contributes to the growing body of knowledge on digital literacy and higher education while acknowledging limitations such as reliance on self-reported data and contextual constraints. The study’s recommendations highlight the importance of integrating digital literacy training into university curricula to support academic success in the digital age.</span></em></p> |
| title | DIGITAL LITERACY IN THE CLASSROOM: EVALUATING TECHNOLOGY SKILLS AND ITS EFFECTS ON STUDENT LEARNING |
| url | https://doi.org/10.5281/zenodo.17236177 |