Digital Competencies and Use of Digital Tools for Learning: A Focus on Library and Information Science Postgraduate Students in South-South, Nigeria
DOI:
https://doi.org/10.65150/EP-jsshrs/V1E6/2025-07Keywords:
Digital competence, Digital literacy, Digital tools, Library and Information Science, Postgraduate students, South-South Nigeria, Technology-enhanced learningAbstract
This study examined the digital competencies and use of digital tools for learning among postgraduate students of Library and Information Science (LIS) in South-South, Nigeria. The specific objectives were to determine: (1) the extent of digital competencies of LIS postgraduate students, (2) the extent of their use of digital tools for learning, and (3) the relationship between digital competencies and the use of digital tools for learning. A descriptive research design was adopted to describe and analyse existing conditions without manipulation of variables. The population comprised 161 postgraduate students across three public universities—Delta State University, Abraka (64), Ambrose Alli University, Ekpoma (26), and Ignatius Ajuru University of Education, Port Harcourt (71). A census sampling technique was employed, including the entire population. Data were collected using a structured questionnaire titled Competencies and Use of Digital Tools for Learning Questionnaire (CUDTLQ), adapted from Tzafilkou et al. (2022) and Rafiq et al. (2024). Expert validation established content validity, while a test–retest reliability coefficient of 0.87 confirmed internal consistency. The instrument used a five-point Likert scale, and data were analysed using mean, standard deviation, and linear regression at a 0.05 significance level. Findings revealed that the aggregate mean score for digital competencies was 2.75 (SD = 1.28), below the criterion mean of 3.00, indicating low competence. Similarly, the extent of digital tool usage was low, with an aggregate mean of 2.49 (SD = 1.29). However, regression analysis showed a very strong, significant relationship between digital competencies and digital tool use (R = .989, R² = .979, F(1,125) = 5711.187, p < .05), indicating that 97.9% of the variance in tool use was explained by digital competence. The study concluded that low digital competencies limit postgraduate students’ effective use of digital tools. It recommends that universities integrate mandatory digital literacy training, hands-on workshops, and blended learning modules to enhance postgraduate students’ digital competence and overall learning outcomes.
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Copyright (c) 2025 Erikume Progress , Lawrence Arumuru, PhD , Edwin Iroroeavwo Achugbue, PhD (Author)
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