E-LEARNING PLATFORMS AS CORRELATES OF ACADEMIC ACHIEVEMENT OF BUSINESS EDUCATION STUDENTS IN PUBLIC TERTIARY INSTITUTIONS IN ANAMBRA STATE

Abstract

The study investigated computer-based and web-based learning as correlates of the academic achievement of Business Education students in public tertiary institutions in Anambra State. Two research questions guided the study and two null hypotheses were tested at the 0.05 level of significance. The correlational research design was adopted. The population comprised 255 300-level Business Education degree students in the 2024/2025 academic session from the four public tertiary institutions offering Business Education in Anambra State. A census approach was used because the population was manageable. Data were collected with sampling of a self-structured E-learning Questionnaire and the students’ second-semester academic achievement scores. The questionnaire clusters contained 20 items on computer-based learning and web-based learning. Three experts validated the instrument, while a pilot test yielded Cronbach alpha coefficients of 0.86 and 0.82 for the two clusters respectively. Of the 255 copies administered, 220 valid copies were retrieved and analysed. Pearson Product Moment Correlation was used for the analysis. The findings showed that computer-based learning had a high positive and significant relationship with academic achievement (r = 0.712, p = .001), while web-based learning also had a high positive and significant relationship with academic achievement (r = 0.685, p = .002). The study concluded that meaningful engagement with computer-based and web-based learning is associated with improved academic achievement among Business Education students. It was recommended, that public tertiary institutions should provide functional computer facilities, reliable internet access and sustained lecturer support for the effective integration of both learning approaches.