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All Journal International Journal of Educational and Psychological Sciences (IJEPS) Journal of Counseling and Educational Research
Nwikpo, Mary Nneka
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Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences

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Digital Instructions and Self-Directed Learning as Determinants of Academic Performance Amongst Higher Education Institutions’ Students (Heis) Eluemuno, Azukaego Ifeoma; Nwikpo, Mary Nneka; Ipem, Josephine Nkechinyere
Journal of Counseling and Educational Research Vol. 1 No. 3 (2025): Journal of Counseling and Educational Research
Publisher : Asosiasi Asesmen Pendidikan (AAP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63203/jcerch.v1i3.172

Abstract

The rapid digitalization of education has transformed instructional methodologies in higher education institutions (HEIs). This paper explores the role of digital instruction and self-directed learning (SDL) as key determinants of academic performance. While digital instruction offers flexibility and accessibility, SDL empowers students to take ownership of their learning. The interplay between these factors significantly influences academic success. The population of study covered all the students of the government owned tertiary institutions in the six geopolitical zones used for the study. The study adopted the correlational survey design and utilized purposive sampling technique to select 185 students from the institutions. The instruments used for the study was developed by the researchers, titled Digital Instructions and Self-directed Learning as determinants of academic performance amongst Higher Education Institutions’ Students (HEIs) Questionnaire (DIaSLdAHEIsQ). The instrument was validated by experts in measurement and evaluation department to ensure content validity. The reliability of 0.88 at Cronbach alpha using test-retest method, there after Pearson Product Moment Correlation (PPMC) was used. Two (2) research questions were raised to guide this study and they were answered using the PPMC. The findings of the study revealed that digital instructions significantly correlate with academic performance of students in HEI (r = .244**, N= 185, P < .05), and also that digital instructions positively correlate with self – directed learning amongst students in HEI (r = .337***, N= 185, P < .05) at 0.05 level of significance. Based on the findings the following recommendations were made, that articulate use of digital resources ought to be underpinned by deployment of meaningful instructional materials and digital tools and activities. Teachers’ professional competence on the use of digital resources.
Parental Monitoring and Open Communication Strategies as Predictors of Adolescents' Social Media Use and Adjustment among undergraduates in Anambra State, Nigeria. Nwikpo, Mary Nneka; Eluemuno, Azukaego Ifeoma; Ezeonwumelu, Victor Ugochukwu; Alaribe, Christopher Obinna
Journal of Counseling and Educational Research Vol. 2 No. 1 (2025): Journal of Counseling and Educational Research
Publisher : Asosiasi Asesmen Pendidikan (AAP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63203/jcerch.v2i1.174

Abstract

The increasing immersion of children and young adults in social media has heightened concerns about their psychosocial adjustment, underscoring the critical role of parental monitoring and communication. This study investigated how parental involvement, through monitoring and open communication, predicts social media use and adjustment among undergraduates in Anambra State, Nigeria. A correlational survey design was employed. Data were collected from 269 undergraduates (134 males, 135 females), aged 17 to 24 years, purposively selected from two public universities. The 24-item Parental Monitoring and Communication Questionnaire (PMCQ), culturally adapted and revalidated by experts, was used for data collection. Analyses were conducted using descriptive statistics, simple linear regression, and multiple regressions via SPSS version 25. Parental monitoring negatively predicted social media use (β = –0.29, R² = .084, p < .001) and positively predicted adolescent adjustment (β = 0.34, R² = .116, p < .001). Similarly, open communication negatively predicted social media use (β = –0.23, R² = .053, p < .001) and positively predicted adolescent adjustment (β = 0.31, R² = .096, p < .001). When combined, parental monitoring and open communication explained 11.6% of the variance in social media use and 17.2% in adolescent adjustment (p < .001), confirming their joint predictive strength. The findings reinforce the importance of autonomy-supportive parenting practices in the digital age. Implications include the need to enhance parents’ digital literacy, promote culturally sensitive communication, and encourage school-family collaboration. It is recommended that parenting workshops, school engagement programs, and policy frameworks be developed to support parents in guiding responsible social media use among Nigerian youth.
Students’ Academic Engagement in Secondary Schools: Parental Involvement and Academic Resilience as Predictor Variables Anierobi, Elizabeth Ifeoma; Nwikpo, Mary Nneka; Okeke, Nkechi Uzochukwu; Ezennaka, Anthony Obinna
International Journal of Educational and Psychological Sciences Vol. 2 No. 1 (2024): January 2024
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijeps.v2i1.1207

Abstract

Academic engagement is essential if students must fulfil their academic goals and key to their success. The research employed a correlational research design to assess the extent to which parental involvement and academic resilience can predict the academic engagement of secondary school students in Anambra State. The study was guided by three research questions and tested three null hypotheses at a significance level of 0.05. 19708 senior secondary class two (SS2) students made up the study's population, from which 960 samples were selected using a multi-stage simple random approach. The study employed three instruments, namely the Parental Involvement Questionnaire (PIQ), Academic Resilience Questionnaire (ARQ), and Academic Engagement Questionnaire (AEQ), which were validated by three experts in the field of Educational Psychology. To evaluate the instruments' reliability, the Cronbach Alpha technique was employed, yielding alpha coefficients of 0.72, 0.71, and 0.70 for PIQ, ARQ, and AEQ, respectively. Simple regression analysis was used to test the null hypothesis and simple correlation analysis was used to answer research questions. The results showed that academic engagement is positively correlated with parental involvement and academic resilience. It also demonstrated that parental involvement and academic resilience worked together to enhance secondary school students' academic engagement in Anambra State. The study's conclusions led to the recommendation that parents get active in their children's education to both strengthen their resilience and raise their academic engagement.
Co-Authors Alaribe, Christopher Obinna Anierobi, Elizabeth Ifeoma Eluemuno, Azukaego Ifeoma Ezennaka, Anthony Obinna Ezeonwumelu, Victor Ugochukwu Ipem, Josephine Nkechinyere Okeke, Nkechi Uzochukwu