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Influence of Teachers’ Digital Teaching Delivery on Students’ Academic Performance in Federal Unity Colleges in North Central Nigeria

Alice Ojochide Ekeoha, Prof. Timson I. Ndupuechi and Prof. Theresa S. Gyang.

Abstract

The extent to which teachers effectively utilize digital teaching delivery to improve students’ academic performance n Federal Unity Colleges in North Central, Nigeria remains uncertain. The purpose was to determine how teachers’ use of digital instructional tools, application of digital teaching strategies, and competence in digital teaching affect students’ learning outcomes. The study adopted a descriptive survey design. The population comprised all teachers in Federal Unity Colleges within the region, while a sample of 100 respondents comprising 40 teachers and 60 students from Federal Government College Kwali, FCT and FGC Otobi, Benue State was selected using stratified random sampling. Data were collected using a structured questionnaire and analyzed using frequencies, mean, and standard deviation. Findings revealed that teachers’ use of digital instructional tools positively influences students’ academic performance, and teachers’ digital teaching strategies significantly enhance students’ engagement. It was concluded that effective digital teaching delivery, supported by teacher competence and appropriate strategies, is crucial for improving students’ academic performance and engagement in Federal Unity Colleges in North-Central Nigeria. Based on the results, it was recommended that school administrators provide teachers with access to digital tools and that teachers consistently implement interactive digital teaching strategies in classroom instruction.

Keywords

Teachers’ digital teachingDigital instructional toolsTeaching strategiesand Students’ academic performance

References

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