INFLUENCE OF DIGITAL TOOLS ON STUDENTS ACADEMIC PERFORMANCE IN BUSINESS EDUCATION IN PUBLIC TERTIARY INSTITUTIONS IN DELTA STATE

Abstract

This study examined the Influence of Digital Tools on Students’ Academic Performance in Business Education in Public Tertiary Institutions in Delta State. Two research questions and two null hypotheses guided the study. A descriptive survey design was adopted to assess the extent of digital tool utilisation and students’ perceptions of their effectiveness on academic performance. The study population consisted of 327 Business Education students from seven public tertiary institutions in Delta State. Using stratified random sampling, a sample size of 240 students was selected. Data were collected using a structured, researcher-developed instrument titled the Digital Tools and Academic Performance Questionnaire (DTAPQ), which was validated by three experts and subjected to reliability testing, yielding a Cronbach’s alpha of 0.87. Descriptive statistics (mean and standard deviation) were used to analyse the research questions. In contrast, inferential statistics (independent samples t-test) were used to test the hypotheses at a 0.05 level of significance, with 2.50 as the benchmark mean and ±1.96 as the critical t-value. Findings revealed that digital tools are widely utilised and perceived as effective in enhancing academic performance. However, a significant gender-based difference exists in utilisation levels, favouring male students, while no significant difference was found in perception of effectiveness. It was recommended that institutions implement gender-sensitive digital literacy programmes, integrate interactive multimedia into Business Education delivery, and leverage students’ shared positive perceptions through collaborative digital learning projects.