INFLUENCE OF EDUCATIONAL ADMINISTRATION ON EFFECTIVE UTILIZATION OF DIGITAL LEARNING PLATFORMS AND INDEPENDENT STUDY HABITS IN SECONDARY SCHOOLS IN ONITSHA, ANAMBRA STATE, NIGERIA
DOI:
https://doi.org/10.46827/ejes.v12i9.6197Paraules clau:
educational administration, digital learning platforms, independent study habits, secondary education, instructional technology, learner autonomy, OnitshaResum
The digital transformation of education has redefined instructional delivery, particularly in secondary schools, where digital learning platforms such as Google Classroom, Moodle, Zoom, and Edmodo are increasingly influencing student engagement and independent study habits. This study investigates the influence of educational administration on the utilization of digital learning platforms and the development of independent study habits among secondary school students in Onitsha, Anambra State. The research employed a quantitative descriptive survey design and was conducted in six purposively selected secondary schools: Christ the King College (CKC), Queen of the Rosary College (QRC), Regina Pacis Secondary School, Ado Girls Secondary School, Bethlem Secondary School, and Dennis Memorial Grammar School (DMGS). These schools were chosen to represent public, mission, and private institutions with known exposure to digital education. The population comprised 1,230 principals and teachers, from which a simple random sampling technique was used to draw a sample of 367 respondents. Data were collected using a self-developed and expert-validated questionnaire titled Educational Administration and Digital Learning Questionnaire (EADLQ), consisting of 25 items covering administrative leadership, platform availability and usage, and student independent study patterns. A 4-point Likert scale ranging from Strongly Agree (4) to Strongly Disagree (1) facilitated the quantitative measurement of responses. Data analysis was conducted using descriptive statistics, specifically mean and standard deviation, with a 2.50 cut-off mark adopted for decision-making. The findings reveal that effective school administration significantly impacts the successful integration of digital platforms and fosters improved student autonomy and study discipline. Ethical standards were upheld throughout the study. Informed consent was obtained, participation was voluntary, and data confidentiality was maintained. The study concludes that proactive leadership and strategic administration are vital for sustainable digital learning practices in Nigerian secondary education.
Article visualizations:
Referències
Adeyemi, F., & Obasi, A. (2022). Administrative leadership and digital transformation in Nigerian schools. Journal of Educational Management and Innovation, 18(2), 55–70.
Alshammary, F. M., & Alhalafawy, W. S. (2023). Digital platforms and the improvement of learning outcomes: Evidence extracted from meta-analysis. Sustainability, 15(2), Article 132. https://doi.org/10.xxxx/su15020132
Balokha, A., & Vakulenko, S. (2024). Empowering independent learning: The key role of online platforms. Amazonia Investiga, 13(58), 149–164. Retrieved from https://amazoniainvestiga.info/index.php/amazonia/article/view/2812
Batool, S., Mehrukh, N., & Waseem, M. (2023). Comparing the impact of online learning platforms and traditional classroom settings on student performance and satisfaction. Global Educational Studies Review, 8(3), 82–93. http://dx.doi.org/10.31703/gesr.2023(VIII-II).31
Boozer, B. B. Jr., & Simon, A. A. (2020). Teaching effectiveness and digital learning platforms: A focus on mediated outcomes. Journal of Instructional Pedagogies, 24, 1–13. Retrieved from https://files.eric.ed.gov/fulltext/EJ1263918.pdf
Choudhury, S., Senapati, C., & Sarma, N. N. (2023). Management education in technology-mediated ODL platform: Implications for educators in context of shifting learning path and digital divide. Asian Association of Open Universities Journal, 18(1), 55–74. https://doi.org/10.1108/AAOUJ-08-2022-0117
Chukwuma, J., & Nnaji, T. (2024). Administrative inequality and digital learning gaps in Nigerian secondary schools. Journal of African Educational Reform, 6(1), 17–33.
Damayanti, W., Arsyad, M., & Prasetyo, D. (2024). Strategic utilization of digital learning platforms in the era of independent curriculum. Journal of Teaching and Learning, 12(1), 67–81. Retrieved from https://www.researchgate.net/publication/382625496_Strategic_Utilization_of_Digital_Learning_Platforms_in_the_Era_of_Independent_Curriculum
Eze, P. I., & Obichukwu, E. E. (2020). Impact of digital learning platforms on secondary education in Nigeria. Nigerian Journal of Educational Technology, 15(3), 41–55.
Ifeanyi, R., & Uzochukwu, G. (2022). Leadership and learner autonomy: A study of administrative influence on digital learning habits. African Journal of Educational Leadership and Policy, 8(2), 63–80.
Iroegbu, J., & Ezeanwu, I. (2019). School leadership and digital literacy in 21st-century Nigerian classrooms. Contemporary Issues in Educational Management, 11(1), 29–45.
Jain, A., Sharma, P., & Meher, J. R. (2023). Effects of online platforms on learner’s satisfaction: A serial mediation analysis with instructor presence and student engagement. International Journal of Information and Learning Technology, 40(4), 321–339. https://doi.org/10.1108/IJILT-02-2023-0017
Lousã, E. P., & Lousã, M. D. (2023). Effect of technological and digital learning resources on students' soft skills within remote learning: The mediating role of perceived efficacy. International Journal of Training and Development, 27(2), 167–182. https://doi.org/10.1111/ijtd.12280
Makhmudova, Z. I., To’lqinov, F. T., & Mirzabekov, M. B. (2025). The effectiveness of independent learning of medical information through digital platforms. Ekonomika i Obshchestvo, 3(7), 201–215. Retrieved from https://www.iupr.ru/_files/ugd/b06fdc_8098272e5eb04af9938786b9e2390925.pdf?index=true
Nwafor, S. O., & Ude, O. K. (2023). Educational leadership for digital inclusion: A framework for secondary schools. Journal of Education and Digital Society, 9(1), 50–64.
Okeke, E. (2021). Administrative inertia and its consequences on ICT implementation in Nigerian secondary schools. African Journal of Educational Studies, 13(2), 85–97.
Okonkwo, C., & Agbata, T. (2021). Underutilization of digital resources in schools: A leadership perspective. Nigerian Journal of School Leadership, 7(1), 42–58.
Oroni, C. Z., & Xianping, F. (2024). Modelling the mediation role of digital learning platforms on social media capability and students' academic performance. Education and Information Technologies, 29(2), 223–239. http://dx.doi.org/10.1007/s10639-023-12360-w
Pramesworo, I. S., Fathurrochman, I., & Hidayat, M. (2023). Relevance between blended learning and students' independent learning curriculum: An overview of digital age education, student and teacher engagement. Jurnal Pendidikan Islam Indonesia, 11(3), 254–267. http://dx.doi.org/10.33394/jk.v9i3.8320
Ren, W., Zhu, X., & Liang, Z. (2024). How does Internet access quality affect learning outcomes?: A multiple mediation analysis among international students in China. Journal of International Students, 14(1), 100–115. Retrieved from https://files.eric.ed.gov/fulltext/EJ1416587.pdf
Rogers, E. M. (2003). Diffusion of innovations (5th ed.). Free Press. Retrieved from https://teddykw2.wordpress.com/wp-content/uploads/2012/07/everett-m-rogers-diffusion-of-innovations.pdf
Svyrydiuk, N., Hlushchenko, Y., & Martyniuk, I. (2024). Online platforms and independent learning in secondary schools: An institutional approach. International Journal of Educational Research Open, 7, Article 100112.
Umeh, C. (2023). Cultivating 21st-century skills through digital supervision: A case study of Anambra State schools. Journal of Nigerian Education and Technology Studies, 14(2), 71–88.
Wang, C., Mirzaei, T., Xu, T., & Lin, H. (2022). How learner engagement impacts non-formal online learning outcomes through value co-creation: An empirical analysis. Educational Technology Research and Development, 70(6), 1825–1845. Retrieved from https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-022-00341-x
Wu, R. (2023). The relationship between online learning self-efficacy, informal digital learning of English, and student engagement in online classes: The mediating role of social presence. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1266009
Wut, T. M., Lee, S. W., & Xu, J. (2022). How do facilitating conditions influence student-to-student interaction within an online learning platform? A new typology of the serial mediation model. Education Sciences, 12(5), 321. http://dx.doi.org/10.3390/educsci12050337
Descàrregues
Publicat
Número
Secció
Llicència
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
