Impact of Digital Literacy Skills on Undergraduate Performance in Nigeria
DOI:
https://doi.org/10.26437/ajar.v11i2.1031Keywords:
Digital. online test. performance. score. undergraduateAbstract
Purpose: The broad purpose of this study is to investigate the digital literacy skills of undergraduate Students Performing via Online Tests in Lagos State, Nigeria. The objective is to examine how online tests affect undergraduates' critical thinking skills and ability to analyse information.
Design/Methodology/Approach: The descriptive research design was adopted. Second-year undergraduate students were used as the population. They were those who used computers in school-based tests and examinations. Two testing instruments, aw score from the Entrepreneurship Computer-Based Test and a structured instrument QDLSCUPOT (a 4-Likert scale type of closed-ended format), were used in data generation. A multi-stage sampling process of 21 departments using a simple random sampling technique was used to select 420 participants for this work. Using a Statistical Package, data were analysed using Pearson product-moment correlation at a 0.05 significant level.
Research Limitation: The study is confined to a specific group of undergraduate students in Lagos State, which may limit the generalizability of the findings to other regions or institutions within Nigeria or beyond.
Findings: Findings show that digital literacy plays a significant and positive role in the outcome of undergraduate performance. The study concludes that the technology is less expensive, has less manpower demand, has lower anxiety levels, is stress-free in marking and scoring, and develops undergraduates' psychomotor and cognitive skills.
Practical Implication: Developing critical thinking skills and the ability to analyse information accurately is a function of digital literacy efficiency and should be encouraged.
Social Implications: The disparity in digital literacy skills can entrench existing social inequalities, marginalising students from disadvantaged backgrounds and affecting their long-term socio-economic mobility.
Originality and Value: This study contributed to the pool of knowledge on promoting critical thinking skills and promoting learners' analytical mindsets.
References
Abu Talib, M., Bettayeb, A. M., & Omer, R. I. (2021). Analytical study on the impact of
technology in higher education during the age of COVID-19: Systematic literature review. Education and information technologies, 26(6), 6719-6746.
Adepoju, O., Akinyomi, O., & Esan, O. (2023). Integrating human-computer interactions in
Nigerian energy system: A skills requirement analysis. Journal of Digital Food, Energy & Water Systems, 4(2).
Agina-Obu, R., & Okwu, E. (2023). Impact of digital literacy on university students’ use of
digital resources in Nigeria. Asian Journal of Information Science and Technology, 13(2), 60-65.
Bawden, D., & Robinson, L. (2020). Information overload: An introduction. In Oxford research
encyclopedia of politics.
Eze, S. C., Chinedu-Eze, V. C., Okike, C. K., & Bello, A. O. (2020). Factors influencing the use
of e-learning facilities by students in a private Higher Education Institution (HEI) in a developing economy. Humanities and social sciences communications, 7(1), 1-15.
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital
technologies in education: A review. Sustainable operations and computers, 3, 275-285.
Horban, Y., Dolbenko, T., Kobyzhcha, N., Kasian, V., Karakoz, O., & Haisyniuk, N. (2024).
Digital transformation of Ukrainian libraries: Current state and prospects. African Journal of Applied Research, 10(1), 117-129.
Israel, C. E., Ugwu, A. O., Madu, O. T., Chikeme, P. C., Omotola, N. J., & Attah, C. A. (2024).
Perceived challenges and improvement strategies for computer-based tests in the nursing and midwifery council of Nigeria's final examination at a university in southern Nigeria. BMC Medical Education, 24(1), 1388.
Martin, A., & Grudziecki, J. (2006). DigEuLit: Concepts and tools for digital literacy
development. Innovation in teaching and learning in information and computer sciences, 5(4), 249-267.
Ng, W. (2012). Can we teach digital natives’ digital literacy? Computers & education, 59(3),
–1078.
Nwachukwu, V.N., & Eze, J. U. (2021). Enhancing students' digital competencies n Nigerian universities. International Journal of Educational Technology, 8(2), 101– 115.
Ogunji, C. V., Onwe, J. O., Ngwa, E. S., David, E., Olaolu, M., & Cresantus, B. (2022). Higher
education and the new normal: implications for sustainable post covid-19 era in Nigerian tertiary institutions. Cogent Education, 9(1), 2125206.
Oladokun, S.O., & Akomolafe, D.T. (2021). Relationship between digital literacy and academic performance of students n online learning n Nigeria. Nigerian Journal of Educational Research, 23(4), 78–91.
Olayemi, O. M., Adamu, H., & Olayemi, K. J. (2021). Perception and readiness of students’
towards online learning in Nigeria during Covid-19 pandemic. Perception, 3(1), 4-21.
Oseghale, O. (2023). Digital information literacy skills and use of electronic resources by
humanities graduate students at Kenneth Dike Library, University of Ibadan, Nigeria. Digital Library Perspectives, 39(2), 181-204.
Sackey, E. A., Yandoh, J. B., & Sangban, K. (2023). Interactive Digital Notice Boards for
Universities in Ghana. African Journal of Applied Research, 9(1), 153-173.
Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing
evidence of equity in access, use, and outcomes. Review of research in education, 34(1), 179-225.
Yasdin, Y., Yahya, M., Yusuf, A. Z., Musa, M. I., Sakaria, S., & Yusri, Y. (2021). The Role of
New Literacy and Critical Thinking in Students' Vocational Development. Cypriot Journal of Educational Sciences, 16(4), 1395-1406.
Yo, N. (2021). Digital mathematical literacy as a component of the life skills of students of modern
educational institutions. The American Journal of Social Science and Education Innovations, 3(1), 378–384.
Yu, Z. (2022). Sustaining student roles, digital literacy, learning achievements, and motivation in
online learning environments during the COVID-19 pandemic. Sustainability, 14(8), 4388.
Downloads
Published
Issue
Section
Categories
License
Copyright (c) 2025 AFRICAN JOURNAL OF APPLIED RESEARCH
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
By submitting and publishing your articles in the African Journal of Applied Research, you agree to transfer the copyright of the Article from the authors to the Journal ( African Journal of Applied Research).
