Development and Utilization of Interactive Digital Manual for Academic Engagement and Assessment in General Studies among Undergraduate Students in University of Ilorin, Kwara State, Nigeria

Abstract

In the evolving landscape of higher education, the integration of digital technologies into teaching and learning has become essential for improving students’ academic engagement and performance. At the University of Ilorin, General Studies (GNS) courses remain compulsory for all undergraduates and serve as foundational courses designed to develop critical thinking, communication skills, civic responsibility, and entrepreneurial competence. Despite their importance, evidence suggests that many undergraduates demonstrate low commitment to these courses, as reflected in irregular lecture attendance, limited class participation, poor engagement with assignments, and an overall indifferent attitude toward GNS content. The large enrolment nature of GNS courses, often involving thousands of students across faculties, further contributes to minimal interaction between lecturers and students. This situation encourages passive learning and reduces meaningful academic engagement. Research has consistently shown that student engagement, behavioural, emotional, and cognitive, is a strong predictor of academic achievement and persistence (Fredricks et al., 2004; Harbours et al., 2015). When students are actively involved in learning activities, demonstrate interest, and invest effort in academic tasks, learning outcomes significantly improve. However, outdated, inconsistent, or less interactive instructional materials have been identified as major deterrents to effective participation in GNS courses (Bello et al., 2023).