Assessing the Digital Literacy Levels of First-Year Students in Bayelsa State Universities, Nigeria

Abstract

This study investigated digital literacy among first-year university students in Bayelsa State. The study examined first-year students' level of digital literacy, their competence in using digital communication and collaboration tools, the challenges they face in using digital technologies for academic activities, and strategies for improving digital literacy among first-year students. A descriptive survey research design was adopted for the study. The study population consisted of first-year students in selected universities in Bayelsa State. A structured questionnaire titled “Digital Literacy Questionnaire for First-Year Students (DLQFS)” was used for data collection. Experts in Library and Information Science and Educational Technology validated the instrument, and the researchers established its reliability using Cronbach's alpha. The researchers distributed 200 copies of the questionnaire; 186 were correctly completed and returned, for a response rate of 93%. The researchers analysed the data using frequency counts, percentages, mean scores, and standard deviation. The findings revealed that first-year students have a moderate level of digital literacy. The study also showed that students demonstrated competence in basic digital communication tools such as email, WhatsApp, and participation in online classes, but lower competence in advanced collaborative technologies such as cloudbased platforms and online collaborative learning systems. The study also identified poor internet connectivity, inadequate electricity supply, high internet data costs, insufficient ICT infrastructure, inadequate digital literacy training, and lack of technical support as major challenges affecting students’ use of digital technologies for academic activities. The study concluded that digital literacy is essential for effective participation in modern university education and that institutional support is necessary for improving students’ digital competence. The study recommended that universities should organise digital literacy training programmes, provide adequate ICT facilities, improve internet connectivity, integrate digital literacy courses into university curricula, and establish technical support services to enhance students’ academic use of digital technologies.