EFFECT OF DIGITAL LEARNING TOOLS ON ACADEMIC PERFORMANCE OF BUSINESS EDUCATION STUDENTS IN FEDERAL COLLEGE OF EDUCATION (TECHNICAL), OMOKU

Abstract

This study examined the effect of digital learning tools on the academic performance of Business Education students in Federal College of Education (Technical), Omoku. Two research questions and two null hypotheses were used to address the specific objectives. A correlational research design was adopted. The population of the study comprised 575 Business Education undergraduate students in Federal College of Education (Technical), Omoku, from which a sample size of 236 was developed using Taro Yamane formula for sample size determination. Data were collected using a structured questionnaire titled Digital Learning Tools and Academic Performance Questionnaire (DLTAPQ). The instrument was validated by experts, and its reliability was established using Cronbach’s Alpha method. 212 copies of the instruments were filled out and returned correctly. Data collected were analyzed using Pearson Product Moment Correlation to answer the research questions and test the hypotheses at 0.05 level of significance through the aid of Statistical Package for Social Sciences (SPSS) software version 26.0. Findings revealed that virtual classrooms have a moderate positive and significant relationship with academic performance of Business Education students. Educational software was also found to have a moderate positive and significant relationship with academic performance. The study concludes that digital learning tools play a crucial role in enhancing teaching and learning of Business Education. It was recommended among others that institutional management provide adequate digital infrastructure to improve students’ academic performance.