THE INFLUENCE OF DIGITAL LITERACY ON STUDENTS’ SCIENTIFIC INQUIRY SKILLS: EDUCATORS’ PERSPECTIVES IN ORUMBA SOUTH LOCAL GOVERNMENT AREA, ANAMBRA STATE

Abstract

This study examined the influence of digital literacy on students’ scientific inquiry skills from the perspectives of science educators in Orumba South Local Government Area (LGA) of Anambra State, Nigeria. As education increasingly embraces digital technology, understanding how teachers’ digital competencies shape students’ ability to engage in scientific inquiry becomes essential. The study adopted a descriptive survey design involving 76 science teachers drawn from ten randomly selected public secondary schools in Orumba South LGA. A structured questionnaire titled “Digital Literacy and Scientific Inquiry Skills Survey (DLSISS)” was used for data collection. Data were analyzed using mean, standard deviation, and t-test statistics. The results showed that science teachers generally possess moderate digital literacy skills and perceive a positive relationship between digital literacy and students’ development of scientific inquiry skills. However, challenges such as inadequate digital infrastructure, limited training opportunities, and inconsistent internet connectivity were highlighted as major barriers. There was no statistically significant difference between male and female teachers’ perceptions. The study recommends targeted digital training for educators, improved infrastructure, and strategic policy support to enhance science teaching through digital tools.