DIGITAL PEDAGOGY AND ACADEMIC ACCOUNTABILITY AMONG UNDERGRADUATE BUSINESS EDUCATION STUDENTS IN RIVERS STATE-OWNED UNIVERSITIES.

Abstract

This study investigated the relationship between digital pedagogy and academic accountability among undergraduate Business Education students in Rivers State-owned universities in the Niger Delta. Guided by two research questions and two hypotheses, the study adopted a correlational research design. The population comprised 1,727 students from Rivers State University and Ignatius Ajuru University of Education. The sample size of the is 325 students gotten through Taro Yamen formula for sample size determination. The instruments for data collection was a 4-point rating scale structured questionnaire titled, ‘Digital Pedagogy’ (DIGPEDQ) and Academic Accountability (ACADAQ) Questionnaire. The data collected were analyzed using Pearson Product Moment Correlation to answer the research questions and test the null hypotheses at 0.05 level of significance. Results showed that digital pedagogy (learning objectives and teaching methods significantly enhanced students’ academic accountability, particularly in assignment completion, participation, and ethical use of digital tools. A strong positive relationship was found between digital pedagogy and overall accountability. The study recommends among other that Business Educators should focus on attaining the learning objectives while teaching and Business Education curriculum should be enriched with more technology-driven instructional activities that promote academic accountability.