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EFFECT OF DIGITAL LEARNING TECHNOLOGY ON ACADEMIC ACHIEVEMENT OF COLLEGE OF EDUCATION STUDENTS IN SOUTH-SOUTH NIGERIA
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ABSTRACT

The study was carried out to examine the effect of Digital learning technology on academic achievement of college of education students in South-south Nigeria.  In order to achieve this purpose, two research questions were raised and two hypotheses formulated to guide the study. The quasi-experimental design was used for this study. This design was considered suitable for the study because it’s enabled the researcher to establish two groups under experimentation. The population of this study was 420 students who offered Computer Science in state colleges of education 200 level classes in 2019/2020 Academic Session. The sample size of this study was College of education, Afaha Nsit and College of Education, Akamkpa 300 level students, selected from South-south. Simple random sampling technique was used to select the respondents from each school. Two instruments were used for data collection titled “Computer Studies Achievement Test on Database application packages (CSATDAP) and Computer Studies Achievement Test on Desktop publishing application packages (CSATDPAP). Face validation was used for validating these instruments. The internal consistency of CSATDAP and CSATDPAP were determined using Kuder-Richardson formula 20 in Statistical Package for Social Sciences (SPSS).  This method was used because it determines reliability of a test. The reliability coefficient of CSATDAP and CSATDPAP were .81 and .78 respectively. The experimental groups were taught using digital technology for two (2) weeks, 60 minutes per period while the control group was taught the same topics without digital technology for the same number of days. The sampled students were pretested using all the instruments CSATDAP and CSATDPAP) before the appropriate actual treatments. The actual treatments were done in the first and second week while the posttest were administered immediately after complete treatments. The scores from the posttest were recorded and used to provide information on students’ academic achievement across treatment groups. The research questions were answered using adjusted mean ( 16x"> ) and standard deviation (S.D). The formulated null Hypotheses were tested at 0.05 level of significance using Analysis of covariance (ANCOVA). Based on the findings of the study, it was concluded that there is a significance effect of digital technology on academic achievement of Computer Science students in Database application and Desktop Publishing packages in Colleges of Education in South-south Nigeria.

KEYWORDS:   Digital Learning Technology, Academic Achievement, College of Education, Students and South-South Nigeria.


Nseabasi p. Essien, ph.d AND Uyai E. Akpanobong
INTERNATIONAL JOURNAL OF ADVANCEMENT IN EDUCATION, MANAGEMENT,SCIENCE AND TECHNOLOGY 6(1)
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