THE IMPORTANCE OF COMPUTER KNOWLEDGE ON ACADEMIC PERFORMANCE OF STUDENTS IN FACULTY OF ART AND EDUCATION IN KASHIM IBRAHIM UNIVERSITY

This study examined the importance of computer knowledge on academic performance among undergraduate students in the Faculty of Art and Education at Kashim Ibrahim University. Five research objectives which include: to assess the current level of computer knowledge among students in the Faculty of Art and Education at Kashim Ibrahim University, to determine the relationship between computer knowledge and academic performance of students in the faculty, to identify specific areas where computer knowledge contributes to improved academic outcomes, to examine the challenges faced by students with limited computer knowledge in their academic pursuits and to propose recommendations for enhancing computer literacy to improve academic performance. The study was anchored by Constructivist Learning and Digital Divide Theory. A quantitative correlational survey design was used. The study involved 387 undergraduate students selected through stratified random sampling across eight departments. Data were collected using the Computer Knowledge Assessment Questionnaire (CKAQ), measuring four domains: basic computer operations, software applications, internet and digital research, and digital communication. Academic performance was measured using students' Cumulative Grade Point Average (CGPA). Descriptive statistics (means, frequencies, SD) was used for the analysis of the data. The result indicated that current skill level hovers between “Basic” and “Proficient”; no domain exceeds 2.83, two-thirds (66.5 %) of students remain at basic or lower-computer-literacy bands. Mean CGPA is moderate (2.93); digital gaps do not translate into exceptionally low grades. Top three grade-critical activities most dependent on computer knowledge: research projects (79.8%), assignment preparation (75.2%), communication with staff (71.0 %). Primary obstacles for low-literacy students: unreliable internet (61.5 %), poor search skills (58.4 %), slow typing (54.3 %), document formatting (50.9 %), presentation creation (39.5 %). Strong demand for university training: 82.6 % “very interested” or “interested,” only 4.1 % opposed. It shows that computer knowledge significantly impacts academic performance across all disciplines within the Faculty of Art and Education, challenging assumptions that digital literacy is primarily relevant to technical fields. The findings demonstrate that the digital divide creates substantial educational inequalities, with students lacking computer skills experiencing difficulties in research, assignment completion, and overall academic achievement. The study recommends implementing comprehensive computer literacy programs, improving institutional infrastructure, and developing targeted interventions to address digital equity concerns.