DIGITAL LEARNING BEHAVIOUR PATTERNS AND ACADEMIC ACHIEVEMENT AMONG COMPUTER AND MATHEMATICS EDUCATION UNIVERSITY STUDENTS IN BAYELSA STATE

Abstract

This study examined digital learning behaviour patterns and academic achievement among Computer and Mathematics Education university students in Bayelsa State. The study adopted a correlational survey design. The population comprised university students enrolled in Computer and Mathematics Education programmes in Bayelsa State, from which 315 students were selected for the study. Data were collected using a structured questionnaire on digital learning behaviour patterns and a measure of academic achievement. Data were analysed using mean, standard deviation, and Pearson product-moment correlation at the .05 level of significance. The findings showed that students demonstrated a high level of digital learning behaviour patterns, with an overall mean of 2.86 (SD = 0.65). The five dimensions examined—use of digital learning resources, online learning engagement, digital time management, digital self-regulation, and digital collaborative learning—were all rated at a high extent. Furthermore, digital learning behaviour patterns had a strong positive and statistically significant relationship with academic achievement, r(313) = .690, p < .001. Each dimension also demonstrated a positive and statistically significant relationship with academic achievement. The study concluded that favourable digital learning behaviour patterns are significantly associated with academic achievement among the students studied. It was recommended that universities and lecturers strengthen students’ digital learning practices through appropriate resources, structured digital learning activities, and targeted support for self-regulation and effective digital time management.