Influence of Digital and Information Literacy on Students’ Success in Learning History in Ifelodun, Kwara State

ABSTRACT
This study investigated the influence of digital literacy and information literacy skills on students’ success in learning History among junior secondary school students in Ifelodun Local Government Area of Kwara State, Nigeria. In an era characterized by rapid technological change and growing reliance on digital tools, competencies in accessing, evaluating, and utilizing digital and information resources have become crucial to effective teaching and learning—especially in subjects like History, which depend heavily on accurate interpretation of past events and critical engagement with diverse sources.
The study adopted a descriptive survey design, targeting a sample of 100 junior secondary school students drawn from both public and private schools using stratified random sampling techniques. A structured questionnaire was developed and validated to collect data on students’ digital and information literacy levels, their application in History education, and the challenges encountered. Descriptive statistics (mean and standard deviation) were used to answer the research questions, while inferential statistics (independent sample t-tests) were employed to test the hypotheses at a 0.05 level of significance.
Findings revealed that students demonstrated moderate to high proficiency in both digital and information literacy, and these competencies significantly supported their academic performance and engagement in History learning. Students reported that digital tools enhanced their understanding of historical events, improved their critical analysis of historical sources, and increased motivation. However, the study also identified key barriers such as limited access to digital devices, inconsistent teacher support, and inadequate integration of digital tools in classroom practices—particularly in public schools and rural areas.
The results showed no significant gender-based differences in digital or information literacy levels. This suggests a relatively balanced exposure among male and female students, albeit within a generally constrained technological environment. The study concluded that digital and information literacy skills are essential for enhancing students' academic success in History and recommended the integration of structured digital literacy programs into the History curriculum. It also advocated for regular teacher training on digital pedagogy, increased investment in digital infrastructure, and equitable access to learning technologies.
The implications of this research extend to educators, policymakers, and curriculum developers. By embedding digital competencies into history instruction, schools can empower students to navigate historical narratives critically, resist misinformation, and develop informed perspectives—preparing them not only for academic excellence but also for active participation in an increasingly digital and information-driven society.