AN INVESTIGATION ON DIGITAL LITERACY AND ITS IMPACT ON STUDENTS' PERFORMANCE IN COMPUTER SCIENCE EDUCATION SCOPE: A STUDY OF UNDERGRADUATE STUDENTS OF THE UNIVERSITY OF ABUJA, FEDERAL CAPITAL TERRITORY

TOPIC: AN INVESTIGATION ON DIGITAL LITERACY AND ITS IMPACT ON STUDENTS' PERFORMANCE IN COMPUTER SCIENCE EDUCATION
SCOPE: A STUDY OF UNDERGRADUATE STUDENTS OF THE UNIVERSITY OF ABUJA, FEDERAL CAPITAL TERRITORY

THIS TOPIC IS ALSO SUITABLE FOR:
1-Department of Computer Science Education
2-Department of Education
This research material contains:
1-Chapter One to Five
2-Recent References/citations
3-Tables/Charts/Graphs in Chapter Four
4-Accurate Data Analysis
5-Table of Contents
6-Questionnare

ABSTRACT
This study was carried out to investigate digital literacy and its impact on students' performance in Computer Science Education using undergraduate students of the Department of Computer Science, University of Abuja, as a case study. The study was specifically carried out to examine the effect of information and data literacy on students' academic performance in Computer Science Education, assess the effect of digital communication and collaboration skills on students' academic performance in Computer Science Education, determine the effect of digital content creation skills on students' academic performance in Computer Science Education, and evaluate the effect of digital problem-solving skills on students' academic performance in Computer Science Education. The study employed the descriptive survey research design. The study population comprised 1,480 regular undergraduate students of the Department of Computer Science, University of Abuja, while a total of 315 respondents were selected as the sample size using the Taro Yamane formula. Out of the 315 questionnaires distributed, 284 were returned and 273 were validated for analysis. The questionnaire was used for data collection, while the data collected were analyzed using frequency tables, percentages, mean scores, standard deviations, and Chi-square (χ²) test of independence with the aid of SPSS version 27. From the responses obtained and analyzed, the findings revealed that information and data literacy has a significant effect on students' academic performance in Computer Science Education at χ² = 42.518, df = 16, P = .001. The study also showed that digital communication and collaboration skills have a significant effect on students' academic performance in Computer Science Education at χ² = 38.744, df = 16, P = .003. Likewise, digital content creation skills were found to have a significant effect on students' academic performance in Computer Science Education at χ² = 46.132, df = 16, P = .000, while digital problem-solving skills also showed a significant effect on students' academic performance in Computer Science Education at χ² = 44.907, df = 16, P = .001. The study concluded that information and data literacy, digital communication and collaboration skills, digital content creation skills, and digital problem-solving skills each had a significant effect on students' academic performance in Computer Science Education, though at varying degrees. Digital content creation skills emerged as the most influential dimension, demonstrating the strongest effect on students' academic performance. The study therefore recommends that university management should strengthen digital literacy training through curriculum integration, provide adequate digital infrastructure and learning technologies, encourage collaborative digital learning practices among students, and organize regular digital skills development programmes to enhance students' academic performance in Computer Science Education.
Keywords: Digital Literacy, Information and Data Literacy, Digital Communication and Collaboration Skills, Digital Content Creation Skills, Digital Problem-Solving Skills, Academic Performance, Computer Science Education.

CHAPTER ONE
INTRODUCTION (Preview)
1.1 Background to the Study
The advancement of society has been significantly influenced by the continuous development of knowledge, innovation, and technological transformation, which have reshaped various aspects of human activities, including education. Today, technologies have become an integral part of education to increase the knowledge learning, to facilitate the learning process and to provide effective learning experiences. With the advent of digital technologies, new opportunities for interaction, working together and information management in academic settings have arisen. Gómez et al., (2021) said technological development had brought about changes in the way learning is done, giving possibilities for flexible learning and access to knowledge sources. According to Musa (2025), technological development has led to the development of new skills needed for effective engagement in the contemporary academe and workplace. The same applies to the use of digital transformation, which, according to Mcgee et al. (2024), had impacted how learners engaged with, and used, information in technology-enabled spaces. Thus, in the current age, there are new skills that have been demanded for functioning in the digital realm.
Digital literacy is a key skill that is becoming more important for students who attend higher education institutions, especially with the rise of technology in the education system. Digital Literacy is the capacity to seek, assess, handle, produce and share information effectively using digital resources. It goes beyond knowing how to use technological tools, and involves critical thinking about information, responsible engagement with digital environments and using digital tools for academic and problem-solving activities. Digital literacy, according to Nguyen and Habók (2023), had included both technical skills and cognitive abilities as well as critical understanding for meaningful engagement with digital resources. Akeusola (2023) pointed out that digital literacy had evolved as a holistic skill that enabled the learners to engage well with digital platforms and information systems. Ojo (2024) also added that digital literacy has boosted the confidence, independence, and ability of students to use technology to learn. Therefore, "digital literacy" was already an integral part of good learning in technology-rich learning spaces.
The relevance of digital literacy has become particularly evident within computer science education, where students are expected to acquire advanced technological competencies and apply computing knowledge to practical situations. Computer Science Education is the systematic study of, and problem solving with, computing principles, such as programming, algorithms, software development, database systems and computational problem solving. The discipline entails students showing both theoretical knowledge as well as practical skills in using digital technologies in academic and professional work. Ebijuwa and Oladejo (2023) noted that computer science education had helped in building technological capacities necessary for engaging in the digital economy. Babalola and Aina (2024) found that students' engagement with the digital resources had facilitated their learning of the concepts of computing and enhanced their practical experiences. Onwuagboke et al. (2025) also found that technology supported learning had improved students exposure to innovative learning methods and boosted students capacity to apply the knowledge of computing. Thus, e-literacy has been closely related to the goals and learning in computer science education.
Considering the importance of technological skills to educational outcomes, the linkage between digital literacy and students' performance in computer science education has remained a topic of interest. Students' performance in Computer Science Education is defined by the ability to understand the theory of computing, demonstrate proficiency in computer programming, apply analytical reasoning and use technological resources in solving academic problems. Digital literacies enable learners to interact with digital learning resources, digital applications and online learning platforms. Muammar et al (2025) found that digital competence had facilitated the role of students in interacting with learning environments based on technology and increased students' ability in carrying out academic tasks. Zakariya et al. (2026) said that digital literacy had been contributing to the students' effective utilization of technological resources which supported learning effectiveness. Specifically, the study of digital literacy in Computer Science Education offers a chance to gain insights into the relationship between students' technological proficiency and their academic achievements and interactions in the university setting.

1.2 Statement of the Problem
The growing implementation of digital technologies in education has shifted the nature of teaching and learning, especially in the higher education context where technological expertise has become a key part of academic growth. Digital literacy has become a key education construct that impacts the way students interact with digital materials, process information, and interact with technology supported learning environments. Nguyen and Habók (2023) identified that digital literacy was an essential skill that helped the students to participate effectively in digitally mediated learning activities. Likewise, Ojo (2024) pointed out that digital skills had enabled students to utilise technology to facilitate learning. For students in computer science education, whose learning activities are built over technology, their digital capabilities are still relevant to their meaningful engagement and effective learning of computer science knowledge.
As digital literacy has emerged as a key focus in higher education, there is still a worry about whether undergraduate students have the skills and abilities to effectively use digital tools for learning computer science concepts. It is preferable for students studying Computer Science Education courses to have some level of digital literacy so that they can feel confident in using computational tools, online learning platforms, programming environments and new technologies. But, there has been a lack of research that has concluded how far digital literacy influences students' performance, especially in the university setting with undergraduate students. Ebijuwa and Oladejo (2023) pointed out that digital competence had an impact on the students' interaction with the technological learning resources, and Muammar et al. (2025) revealed the significance of digital skills in the learning process that utilizes technology. However, there is still scarcity of empirical knowledge on this relationship among students of the University of Abuja, Federal Capital Territory (FCT).
There is a lack of contextual evidence of the correlation between digital literacy and students' performance in Computer Science Education, which needs to be investigated systematically. Information about students' digital literacy and digital literacy's impact on learning outcomes is important and without such information, attempts to foster digital literacy for the purpose of supporting learning practices could be lacking in empirical support. Past research including the findings of Babalola and Aina (2024) had pointed to the relevance of digital competencies in promoting students' involvement with computing related activities and the findings of Zakariya et al. (2026) had shown the contribution of digital skills to effective learning outcomes. But, there are still gaps in understanding the specific impact of digital literacy on the academic achievement of undergraduate students in University of Abuja. Hence, this study aims at exploring the issue of digital literacy and its influence on the performance of students in Computer Science Education to offer a sound evidence that can help develop better instructional practices and digital competency development in the university.
1.3 Objectives of the Study
The study's main goal is to examine digital literacy and its impact on students' performance in computer science education a case study of undergraduate students of the university of Abuja, Federal Capital Territory. The study specifically attempted to: 
1.Examine the effect of information and data literacy on students' academic performance in Computer Science Education.
2.Assess the effect of digital communication and collaboration skills on students' academic performance in Computer Science Education.
3.Determine the effect of digital content creation skills on students' academic performance in Computer Science Education.
4.Evaluate the effect of digital problem solving skills on students' academic performance in Computer Science Education.
Other parts of chapter one include:
1.4 Research Questions: 
1.5 Hypotheses
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Operational Definition of Terms

CHAPTER TWO
REVIEW OF LITERATURE (Preview)
This chapter critically examines relevant literature that would assist in explaining the research problem and, furthermore, recognizes the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps. This chapter, therefore, focuses on the concept of digital literacy, the concept of computer science education, the importance of digital literacy among undergraduate students, digital literacy skills and students' academic performance, factors influencing digital literacy, challenges associated with digital literacy, etc. The chapter is sub-grouped into the following major headings:
2.1 Conceptual Framework
2.2 Theoretical Framework
2.3 Empirical Review
2.4 Summary of Literature Review

CHAPTER THREE
RESEARCH METHODOLOGY (Preview)
Presented below is a snapshot of key areas of the study methodology, the full and detail chapter three methodology is contained in the instant download document.

Research Design: The study adopted a descriptive research design.
Population of the Study: The population of the study comprises all undergraduate students currently enrolled in the Department of Computer Science, Faculty of Science, University of Abuja, Main Campus, Federal Capital Territory.
Sample Size Determination: The study adopted the Taro Yamane formula to determine a sample size of 315 participants.
Sampling Technique: The study employed a multistage sampling technique consisting of stratified, proportionate allocation, and simple random sampling methods to select the individual respondents.
Research Instrument: The study utilized a structured questionnaire as the instrument for data collection.
Methods of Data Analysis: The collected data were analyzed using frequencies, percentages, means, and standard deviations to summarize and present the demographic characteristics of the respondents and their responses. Inferential statistics, such as Chi-square, were used to test the hypotheses.
Full outline for chapter three;
3.0 Introduction
3.1 Research Design
3.2 Population of the Study
3.3 Sample Size
3.4 Sampling Technique
3.5 Instrument for Data Collection
3.6 Validity of the Instrument
3.7 Reliability of the Instrument
3.8 Method of Data Collection 
3.9 Method of Data Analysis
3.10 Ethical Consideration

CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND DISCUSSION OF FINDINGS
MAJOR FINDINGS (Preview)
The analysis results were presented in tables and charts. Based on the results obtained from the analysis, the following major findings were made:

i. The study found that information and data literacy has a significant positive effect on students' academic performance in Computer Science Education, particularly in their ability to search for academic information online, identify reliable digital sources, evaluate information credibility, organize digital information, retrieve information using different search techniques, distinguish authentic information from misleading information, and manage digital information for effective learning. This was evidenced by a grand mean of 4.00, which is above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a Chi-square (χ²) value of 42.518, with 16 degrees of freedom and a p-value of 0.001 (p < 0.05), leading to the rejection of the null hypothesis.

ii. The study found that digital communication and collaboration skills have a significant positive effect on students' academic performance in Computer Science Education, particularly in communicating with classmates through digital platforms, participating in online academic discussions, using email professionally, collaborating through online tools, participating in virtual classes, sharing academic materials, and improving academic interactions. This was evidenced by a grand mean of 4.01, which is above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a Chi-square (χ²) value of 38.744, with 16 degrees of freedom and a p-value of 0.003 (p < 0.05), leading to the rejection of the null hypothesis.

iii. The study found that digital content creation skills have a significant positive effect on students' academic performance in Computer Science Education, particularly in preparing quality academic documents, creating presentations, editing digital documents, producing digital content, integrating images, charts and tables, understanding copyright and proper referencing, and improving academic performance. This was evidenced by a grand mean of 4.04, which is above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a Chi-square (χ²) value of 46.132, with 16 degrees of freedom and a p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis.

iv. The study found that digital problem-solving skills have a significant positive effect on students' academic performance in Computer Science Education, particularly in troubleshooting computer-related problems, installing and updating software applications, identifying appropriate digital tools, adapting to new digital technologies, solving complex academic tasks, resolving technical issues, and improving effectiveness in Computer Science learning. This was evidenced by a grand mean of 4.02, which is above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a Chi-square (χ²) value of 44.907, with 16 degrees of freedom and a p-value of 0.001 (p < 0.05), leading to the rejection of the null hypothesis.

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter covers the following outline:
5.1 Introduction
5.2 Summary of the Study
5.3 Conclusion
5.4 Limitations of the Study
5.5 Recommendations
5.6 Suggestions for Further Studies
Reference
Appendix

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