Digital Competence, Assistive Technology Use and Academic Engagement Outcomes Among Students in Selected TVET Institutions in Ogun State

Abstract

An important factor that has continued to permeate educational activities is technology, thus giving credence to the pervasiveness of technology in education especially at the tertiary level. This study examines the influence of digital competence and assistive technology use on academic engagement outcomes of students in selected TVET institutions in Ogun state, Nigeria. The study took a cross-sectional survey of 300 students from 3 TVET-based institutions in Ogun State using a 4-point likert type questionnaire as the instrument of data collection. Data obtained were analysed with descriptive statistics involving frequency count and mean while the hypotheses were tested with inferential statistics (regression analysis) at 0.05 significant level. The results indicated high digital competence of the students (mean=3,31) and relatively high technology use for academics (mean=2.68) and high perceive academic engagement outcomes (mean=2.91). It was found that the predictor variables (digital competence and technology use have significant impacts on perceived academic engagement outcomes (P-values=0.000<0.005). The study concludes that students’ digital competence, and use of technology for academic purposes are significantly important in achieving desirable academic engagement outcomes among students in Technical and Vocational Education and Training (TVET) institutions. It was recommended, among others, that students’ capacity and competence in digital technology should be prioritized while technological tools and platforms should be well explored by TVET students with a view to enhancing their academic engagement outcomes.