DIGITAL LEARNING TOOLS AND STUDENTS’ ACADEMIC ENGAGEMENT IN FINANCIAL ACCOUNTING IN PRIVATE SECONDARY SCHOOLS IN AKWA IBOM NORTH-EAST, NIGERIA
Abstract
The study determined the extent to which Digital Learning Tools predict students’ academic engagement in Financial Accounting in Private Secondary Schools in Akwa Ibom North-East, Nigeria. To achieve the purpose of the study, three objectives and research questions were raised, and three null hypotheses were formulated. Descriptive research design was used. Population comprised 473 senior secondary school (SS1-SS3) students offering Financial Accounting in fourteen private secondary schools, in Akwa Ibom North-East. Sample size was 303 Financial Accounting Students, determined via Taro Yamane (1967) formula. “Digital Learning Tools and Students’ Academic Engagement Questionnaire (DLTSAEQ)” was used for data collection, validated by three experts. Reliability coefficient of 0.83 was obtained using Cronbach Alpha statistics. R and R2 values of simple linear regression were used to answer the research questions, while F-values of simple linear were used to test the hypotheses. The findings of the study revealed that, digital textbooks, learning management systems, accounting simulation software, educational mobile applications and online assessment tools significantly predict students’ academic engagement in Financial Accounting in private secondary schools in Akwa Ibom North-East, Nigeria. The study concluded that digital learning tools highly predict students’ academic engagement in Financial Accounting in Private Secondary Schools in Akwa Ibom North-East, Nigeria. It was recommended, among others, that regular capacity building programmes should be organised for teachers and school administrators to enhance their ICT literacy and digital teaching competence.References
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