INVESTIGATING STUDENTS’ VIEWS ON THE OPPORTUNITIES AND CHALLENGES OF DIGITAL TRANSFORMATION IN AGRICULTURAL EDUCATION PROGRAMMES WITHIN HIGHER INSTITUTIONS IN BAYELSA STATE, NIGERIA

Abstract

This study investigates students’ perceptions of the challenges and opportunities associated with digital transformation in agricultural education programmes within higher institutions in Bayelsa State, Nigeria. A descriptive survey research design was employed, and the study population consisted of 301 respondents, including 234 students from Niger Delta University and 56 students from Isaac Jasper Boro College of Education, Sagbama, Bayelsa State. Given the relatively small population, a census approach was adopted. Data were collected using a self-designed instrument titled Exploring Students’ Perceptions of Digital Transformation in Agricultural Education in Higher Institutions in Bayelsa State Questionnaire (ESPDTAEHIBSQ). The instrument’s face, content, and construct validity were confirmed by three experts—one Agricultural Educator and two test evaluators from Niger Delta University. Reliability testing using the Cronbach alpha method yielded a coefficient of 0.91, indicating high internal consistency. The study was guided by two research questions and two corresponding null hypotheses. Out of the 301 questionnaires distributed, 266 were properly completed and returned, representing an 88% response rate. Data analysis was conducted using mean and standard deviation for the research questions, while the independent t-test was applied to test the null hypotheses at a 0.05 significance level. A benchmark mean score of 2.50 served as the decision rule, where scores of 2.50 and above were categorized as “Agree,” while those below were classified as “Disagree.” Analysis was carried out with the Statistical Package for the Social Sciences (SPSS). Findings revealed that both male and female students held similar views regarding the challenges and opportunities of digital transformation, with no significant gender-based differences. Based on these outcomes, the study recommends that government and policymakers provide increased funding and resources to strengthen digital infrastructure and technology accessibility in higher education institutions. Furthermore, it advocates for the integration of digital literacy training into the curriculum to better prepare students with the competencies needed to effectively engage with digital tools in agricultural education.