DIGITIZATION AND ACADEMIC PERFORMANCE AMONG BUSINESS EDUCATION STUDENTS IN TERTIARY INSTITUTIONS IN EPE, LAGOS STATE

Abstract

In this study, students studying business education at tertiary institutions in Epe, Lagos State, had their academic success predicted by digitalization. The design of the survey was cross-sectional. Using Yamane's (1967) formula, a sample of 333 respondents was chosen via proportionate stratified random sampling from the population of 2,000 students. A standardized questionnaire measuring the integration of digital tools, frequency of digital usage, digital competence, internet accessibility, and academic performance was used to gather data. Cronbach's alpha coef icients showed satisfactory reliability, ranging from 0.74 to 0.87. Multiple linear regression and descriptive statistics were used to evaluate the data at a significance level of 0.05. The results showed that a considerable percentage of the variance in academic achievement was explained by the combination of digitization variables (R2 = 0.61, p <.05). The best predictor was found to be digital competency. The report suggests that business education curriculum incorporate structured digital literacy.