Digital Learning Anxiety and Academic Engagement Among Undergraduate Education Students in Rivers State
Abstract
This study examined the relationship between digital learning anxiety and academic engagement among undergraduate education students in Rivers State universities. Specifically, the study investigated the relationship between technology anxiety, online assessment anxiety, information overload anxiety, and academic engagement. A correlational research design was adopted. The population comprised 8,460 undergraduate education students from the Faculties of Education of Rivers State University and Ignatius Ajuru University of Education . A sample of 382 respondents was determined using the Taro Yamane formula, while a multistage sampling technique involving proportionate stratified and simple random sampling techniques was employed. Data were collected using two researcher-developed instruments: the Digital Learning Anxiety Questionnaire and the Academic Engagement Questionnaire . The instruments were validated by experts, while Cronbach's Alpha reliability coefficients of 0.88 and 0.91 were obtained for the DLAQ and AEQ, respectively. Data were analyzed using the Pearson Product Moment Correlation Coefficient at the 0.05 level of significance. The findings revealed significant negative relationships between technology anxiety and academic engagement (r = -0.678, p < 0.05), online assessment anxiety and academic engagement (r = -0.612, p < 0.05), and information overload anxiety and academic engagement (r = -0.584, p < 0.05). The study concluded that digital learning anxiety significantly influences academic engagement among undergraduate education students. It recommended digital literacy training, improved online assessment systems, and effective digital information management to reduce anxiety and enhance students' academic engagement.
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