INFLUENCE OF EDUCATIONAL ADMINISTRATION ON EFFECTIVE UTILIZATION OF DIGITAL LEARNING PLATFORMS AND INDEPENDENT STUDY HABITS IN SECONDARY SCHOOLS IN ONITSHA, ANAMBRA STATE, NIGERIA
Abstract
The digital transformation of education has redefined instructional delivery, particularly in secondary schools, where digital learning platforms such as Google Classroom, Moodle, Zoom, and Edmodo are increasingly influencing student engagement and independent study habits. This study investigates the influence of educational administration on the utilization of digital learning platforms and the development of independent study habits among secondary school students in Onitsha, Anambra State. The research employed a quantitative descriptive survey design and was conducted in six purposively selected secondary schools: Christ the King College (CKC), Queen of the Rosary College (QRC), Regina Pacis Secondary School, Ado Girls Secondary School, Bethlem Secondary School, and Dennis Memorial Grammar School (DMGS). These schools were chosen to represent public, mission, and private institutions with known exposure to digital education. The population comprised 1,230 principals and teachers, from which a simple random sampling technique was used to draw a sample of 367 respondents. Data were collected using a self-developed and expert-validated questionnaire titled Educational Administration and Digital Learning Questionnaire (EADLQ), consisting of 25 items covering administrative leadership, platform availability and usage, and student independent study patterns. A 4-point Likert scale ranging from Strongly Agree (4) to Strongly Disagree (1) facilitated the quantitative measurement of responses. Data analysis was conducted using descriptive statistics, specifically mean and standard deviation, with a 2.50 cut-off mark adopted for decision-making. The findings reveal that effective school administration significantly impacts the successful integration of digital platforms and fosters improved student autonomy and study discipline. Ethical standards were upheld throughout the study. Informed consent was obtained, participation was voluntary, and data confidentiality was maintained. The study concludes that proactive leadership and strategic administration are vital for sustainable digital learning practices in Nigerian secondary education.
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DOI: http://dx.doi.org/10.46827/ejes.v12i9.6197
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