DIGITAL LITERACY USAGE AND ITS INFLUENCE ON COUNSELLING ACADEMICALLY UNDERACHIEVING SECONDARY STUDENTS IN OYO METROPOLIS, OYO STATE, NIGERIA

Abstract

This study investigated the role of digital literacy in counselling underachieving secondary school students in Oyo metropolis. A descriptive research design was adopted, utilising a survey method to collect data from 30 secondary school teachers in Oyo metropolis. The research instruments were the Literacy Skills Questionnaire (LISQ) and the Counselling and Underachieving Students Questionnaire (CUSQ). The validity and reliability coefficients of the instruments were determined through a pilot test. The LISQ and CUSQ both recorded validity coefficients of 0.88 and reliability coefficients of 0.78, respectively. The results revealed that digital literacy is moderately to highly utilised in counselling practices, with digital tools playing a significant role in identifying academic challenges (Mean = 2.97), personalising support (Mean = 3.52), and improving students' academic outcomes (Mean = 3.23). Participants reported that digital platforms enhanced the tracking of academic progress (Mean = 3.34) and increased student engagement (Mean = 3.44). The weighted means for the extent of digital literacy use (3.33) and its influence (3.43) indicated strong agreement among participants. The study concluded that while digital literacy has a positive influence on counselling, addressing challenges such as insufficient training, inadequate infrastructure, and cybersecurity concerns is essential. The study recommended that secondary schools should invest in regular training for counsellors, ensure access to digital resources, and implement robust security measures to protect client information, thereby enhancing the effectiveness of digital counselling and supporting underachieving students more effectively.