Speaker
Description
Ijeuru, U. F.
Federal College of Education Ofeme Ohuhu, Umuiahia, Abia State
festareal19@gmail.com
Track: Digital Pedagogy and Teaching Innovation
This study examined digital pedagogy and school counselling services as predictors of academic adjustment among secondary school students in Abia State. The study was guided by three objectives and three corresponding hypotheses. A correlational research design was adopted. The population comprised all public secondary school students in Abia State, while a sample of N = 420 students were selected using a multistage sampling technique. Data were collected using three validated instruments: Digital Pedagogy Scale (DPS), School Counseling Services Scale (SCSS), and Academic Adjustment Scale (AAS). The instruments yielded reliability coefficients of 0.82, 0.79, and 0.85 respectively using Cronbach Alpha. Data were analyzed using Pearson Product Moment Correlation and Multiple Regression Analysis at a 0.05 level of significance. The results revealed that digital pedagogy had a significant positive relationship with academic adjustment (r = 0.61, p < 0.05). School counselling services also showed a significant positive relationship with academic adjustment (r = 0.58, p < 0.05). The multiple regression analysis indicated that digital pedagogy and school counselling services jointly predicted academic adjustment significantly, accounting for R² = 0.52 (52%) of the variance in academic adjustment. Specifically, digital pedagogy contributed more strongly (β = 0.41, t = 8.32, p < 0.05) than school counselling services (β = 0.36, t = 7.15, p < 0.05). The study concluded that both digital pedagogy and school counselling services are strong predictors of academic adjustment among secondary school students in Abia State. It was recommended that schools should strengthen ICT integration in teaching and improve the availability and effectiveness of counselling services to enhance students’ academic adjustment.