Correlation Between Video-Based Learning Resources and Digital Library Platforms on Academic Performance among Business Education Students in Federal University Dutsin-Ma, Katsina State
DOI:
https://doi.org/10.64348/zije.2026568Abstract
This study examined video-based learning resources and digital library and e-resource platforms as correlates of the academic performance of Business Education students in Federal University Dutsin-Ma, Katsina State. Two objectives guided the study: to examine the extent to which video-based learning resources relate to academic performance, and to assess the extent to which digital library and e-resource platforms relate to academic performance. A descriptive correlational survey design was adopted. The population comprised all 234 registered Business Education students in the Department of Educational Management, distributed across four undergraduate levels. A sample of 148 respondents was drawn using the Krejcie and Morgan (1970) table, applying a proportionate stratified random sampling technique across the four levels. Data were collected with a self-developed instrument, the Online Learning Platforms and Academic Performance Questionnaire (OLPAPQ), validated by three specialists at Federal University Dutsin-Ma and yielding a Cronbach alpha reliability coefficient of .83 on pilot testing. Research questions were answered using mean and standard deviation, with 2.50 as the criterion for acceptance, while the two null hypotheses were tested using simple linear regression at the .05 level of significance. Findings showed that respondents agreed that video-based learning resources (grand mean = 3.23) and digital library and e-resource platforms (grand mean = 3.24) are positively associated with their academic performance. Both hypotheses were rejected: video-based learning resources significantly predicted academic performance (R = .682, R² = .465, F = 127.84, p < .05), as did digital library and e-resource platform use (R = .703, R² = .494, F = 143.17, p < .05), with the latter showing the stronger relationship. The study concluded that deliberate, structured engagement with both video content and digital library resources meaningfully supports academic success among Business Education students. It was recommended that the Department of Educational Management institutionalise digital library orientation for new students and that lecturers curate topic-specific video resources rather than leaving students to search unguided.
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