Comparative Influence of Digital and Practical-Based Instructional Strategies on Academic Achievement among Secondary School Technical Students in Katsina State, Nigeria

Abstract

This study examined the influence of digital and practical-based instruction on students’ academic achievement in Technical and Biology Education among Technical Secondary School students in Katsina State, Nigeria. The study was guided by four objectives and corresponding research questions and hypotheses. A survey research design was adopted for the study. The population comprised 1,666 respondents, from which a sample size of 313 respondents was selected, including 80 female students. Data were collected using a structured questionnaire titled Digital and Practical-Based Instruction and Students’ Achievement Questionnaire (DPBI-SAAQ) designed on a five-point Likert scale. The instrument was validated by experts, while its reliability was established using Cronbach’s Alpha, yielding a reliability coefficient of 0.742. Data collected were analyzed using Pearson Product Moment Correlation (PPMC), multiple regression analysis, and independent samples t-test at a 0.05 level of significance. The findings revealed that digital instructional methods had a significant positive relationship with students’ academic achievement (r = 0.486, p < 0.05). Practical-based instruction also showed a significant positive effect on students’ academic achievement (r = 0.590, p < 0.05). The combined effect of digital and practical-based instruction significantly predicted students’ academic achievement, with practical-based instruction having a stronger predictive influence. The study further revealed that gender significantly influenced students’ academic achievement. The study concluded that the integration of digital and practical-based instructional strategies enhances students’ academic performance and recommended improved digital infrastructure, adequate practical facilities, and teacher training programmes in technical secondary schools.