IIARD International Institute of Academic Research and Development

WORLD JOURNAL OF INNOVATION AND MODERN TECHNOLOGY (WJIMT )

E-ISSN 2504-4766
P-ISSN 2682-5910
VOL. 9 NO. 5 2025
DOI: 10.56201/wjimt.v9.no5.2025.pg28.35

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Digital Literacy as a Predictor of Basic Education Students’ Academic Achievement in Basic Science in Ebonyi State, Nigeria

Okigbo, Ebele Chinelo, Anikelechi, Ijeoma Genevieve

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Abstract

The study investigated digital literacy as a predictor of basic education students’ academic achievement in Basic science in Ebonyi State, Nigeria. It was guided by two research questions guided and two null hypotheses tested at 0.05 alpha level. The study adopted the predictive correlation design. The population comprised 69, 414 upper basic education year two (UB2) students offering Basic science in Ebonyi state out of which a sample of 900 UB2 students was drawn using multi-stage sampling procedure. The instruments for data collection was Digital Literacy Test (DLT) validated by three experts. The reliability of DLT was established using Kuder-Richardon 20 which yielded coefficient of internal consistency of 0.70. The data obtained were analyzed using simple and multiple regressions. The findings of the study revealed among others that 0.1percent of the variance in achievement in Basic science was predicted by digital literacy. Academic achievement in Basic science was significantly predicted by digital literacy. The conclusion drawn from the findings of the study was that digital literacy significantly influences students’ academic achievement in Basic science. It was recommended among others that, teachers should receive training on effectively integrating technology into science instruction, including the use of computer applications and digital tools that engage students in science learning and that schools should embed training in computer applications and basic digital skills directly within the Basic Science curriculum.

keywords:

Digital Literacy, Predictor, Achievement, Basic science

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