Digital Pedagogy Adoption and Learning Effectiveness in Business Management Education: A Multilevel Analysis of Institutional and Student-Level Factors

Umar Bobboi; Nafisa Jibrin Sule

doi:10.56201/ijebm.vol.12.no3.2026.pg152.166

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Digital Pedagogy Adoption and Learning Effectiveness in Business Management Education: A Multilevel Analysis of Institutional and Student-Level Factors

Umar Bobboi, Nafisa Jibrin Sule

Abstract

This study investigates digital pedagogy adoption and learning effectiveness in business management education through a multilevel analysis of institutional and student-level factors within Nigerian polytechnics. The study aims to examine how digital pedagogy influences learning outcomes while accounting for the combined and interactive effects of individual and institutional determinants. Specifically, it seeks to analyse the impact of student-level variables (digital literacy, engagement, and academic self-efficacy), institutional-level factors (digital infrastructure, faculty training, and policy support), and their cross-level interactions on learning effectiveness. The study is anchored on a multilevel analytical framework informed by the Technology Acceptance Model and constructivist learning theory, which collectively explain how technology adoption and learner engagement shape educational outcomes. A quantitative cross-sectional design was adopted, and data were collected from 480 final-year students across five public polytechnics in North-East Nigeria. Hierarchical Linear Modeling was employed to analyse both within- and between-institution effects. Findings reveal that digital pedagogy significantly enhances learning effectiveness, with student engagement and academic self-efficacy emerging as strong predictors at the individual level. At the institutional level, digital infrastructure and faculty competence were found to significantly influence learning outcomes. Importantly, cross-level interactions indicate that the effectiveness of student-level attributes is strengthened in institutions with robust digital support systems. The study concludes that learning effectiveness in digital business management education is not solely dependent on individual competencies but is significantly shaped by institutional environments. It recommends integrated investments in infrastructure, faculty development, and learner support systems to optimise digital pedagogy outcomes in Nigerian polytechnics

Keywords

Digital pedagogy; Learning effectiveness; TVET; Nigerian polytechnics; Hierarchical Linear Modeling P-ISSN 2695-186X

References

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Digital Pedagogy Adoption and Learning Effectiveness in Business Management Education: A Multilevel Analysis of Institutional and Student-Level Factors

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