IMPACT OF DIGITAL LITERACY ON ACADEMIC ACHIEVEMENT OF OFFICE TECHNOLOGY AND MANAGEMENT IN PUBLIC POLYTECHNICS, OYO STATE, NIGERIA

This study examined the influence of digital literacy on the academic achievement of Office Technology and Management (OTM) students in public polytechnics in Oyo State, Nigeria. Specifically, it assessed the level of academic achievement, the level of digital literacy possessed by students, and the extent to which digital literacy influences academic performance. The study adopted a descriptive survey research design, and the population consisted of twenty-three (23) academic staff from three public polytechnics offering OTM programs. A census approach was employed due to the manageable population size. Data were collected using a structured questionnaire designed on a five-point Likert scale and analyzed using descriptive statistics (mean, standard deviation) and inferential statistics (Chi-square test) at a 0.05 level of significance. The findings revealed that OTM students demonstrate high levels of academic achievement and possess a high level of digital literacy, including competence in using digital tools, active engagement, collaborative learning, and knowledge construction. Chi-square analysis showed that there is a significant level of academic achievement (χ² Cal = 23.31 > χ² Tab = 9.49), a significant level of digital literacy (χ² Cal = 21.45 > χ² Tab = 9.49), and that digital literacy significantly influences academic achievement (χ² Cal = 15.87 > χ² Tab = 9.49). The study concluded that digital literacy is a key determinant of academic success among OTM students, and that effective integration of digital tools into teaching and learning enhances students’ performance. Based on the findings, the study recommended that public polytechnics enhance digital infrastructure, provide training for students and academic staff, integrate digital tools into teaching strategies, and promote collaborative and experiential learning. The study contributes to knowledge by providing empirical evidence on the role of digital literacy in improving academic outcomes and offers insights for policy makers, instructors, and researchers interested in technology-driven education.