Advanced Digital Classroom and Students’ Academic Achievement: AComparative Evaluation of Select Tertiary Institutions in Nigeria

Ekaete U. Matthew and Glory Antigha

Abstract

The integration of digital technologies in education is transforming teaching and learning globally, yet many Nigerian tertiary institutions remain constrained by limited infrastructure and inconsistent policy support. This study examined the influence of advanced digital classrooms on students’ academic achievement across six tertiary institutions representing varying levels of digital readiness. Anchored on the Constructivist Learning theory, the study employed a descriptive survey design involving 450 respondents—300 students and 150 lecturers—selected through stratified random sampling. Data were collected using a validated questionnaire (α = 0.881) and analysed with descriptive statistics and Chi-square (χ²) tests at 0.05 significance level. Findings revealed that digital classroom facilities were moderately available, with federal institutions better equipped than state- owned ones. Students exposed to advanced digital classrooms showed higher engagement and academic achievement, confirming the theoretical assumption that interactive learning enhances knowledge construction. The study recommends increased ICT funding, continuous digital pedagogy training for lecturers, integration of digital learning policies, and establishment of institutional support units to sustain digital teaching practices. By providing empirical evidence on the academic value of digital classrooms, the study contributes to improving educational policy, promoting equity, and advancing the quality of tertiary education in Nigeria.

Keywords: advanced digital classroom, academic achievement, digital learning,tertiary institutions, Nigeria, constructivist theory.

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