Teachers’ Digital Competencies as Correlates of Students’ Learning Outcomes in Public Secondary Schools in South-East Nigeria

Abstract

This study determined the relationship between teachers’ digital competencies and students' learning outcomes in Public Secondary Schools in South East Nigeria. Two research questions and null hypotheses in line with two specific objectives guided the study. The study adopted a correlational survey research design. The population of the study comprised 16,388 teachers (including principals) from 1,140 public secondary schools across 21 Education Zones in the five states of South East Nigeria (Abia, Anambra, Ebonyi, Enugu, and Imo States). A sample size of 391 comprising 298 teachers and 93 principals was used for the study. The sample was determined using Taro Yamane's formula. Two-stage sampling technique was used for the study. The instruments for data collection were "Teachers' Digital Competencies Questionnaire (TDCQ)" and "Students' Learning Outcome Questionnaire (SLQ)". The instruments were validated by three experts in Educational measurement and evaluation and Educational Management at Michael Okpara University of Agriculture, Umudike. Reliability was established using test-retest. The reliability text yielded coefficients of .867 and .958 for TDCQ and .949 for SLQ. Cronbach Alpha split-half reliability coefficient of .943 was obtained for TDCQ and .946 for SLQ. Six well-briefed research assistants helped in the administration and collection of the instruments. Out of the 391 copies of the questionnaires administered, 383 copies, each representing 97 percent return rate, were collected and used for data analysis. Pearson Product Moment Correlation Coefficient was used to answer the nine research questions, while linear regression analysis tested the nine null hypotheses at 0.05 level of significance. The findings showed that digital learning management systems and digital information management, to a very high extent, relate to students' learning outcomes in Public Secondary Schools in South East Nigeria. Based on the findings, it was recommended, among others, that teachers should receive specialised training on effective utilisation of digital learning management systems so they can create and manage online courses, track learner progress, host resources, and integrate interactive tools that promote better learning outcomes.