DIGITAL LEARNING RESOURCES MANAGEMENT AND POSTGRADUATE STUDENTS' ACADEMIC ACHIEVEMENT IN PUBLIC UNIVERSITIES IN RIVERS STATE

This study examined the relationship between digital learning resources management and postgraduate students' academic achievement in public universities in Rivers State, Nigeria. The increasing adoption of digital technologies in higher education has made the effective management of digital learning resources essential for improving students' academic performance and research productivity. However, inadequate access to digital resources, poor utilization of Learning Management Systems (LMS), and ineffective management of electronic databases continue to hinder postgraduate learning outcomes. The study investigated digital library resource management, LMS management, and electronic database management as dimensions of digital learning resources management. Three objectives, three research questions, and three null hypotheses guided the study. A correlational research design was adopted. The population comprised 3,420 registered postgraduate students from the University of Port Harcourt, Rivers State University, and Ignatius Ajuru University of Education. Using Taro Yamane's formula, a sample of 358 respondents was selected through proportionate stratified random sampling. Data were collected using the Digital Learning Resources Management Questionnaire (DLRMQ) and the Postgraduate Students' Academic Achievement Questionnaire (PSAAQ). The instruments were validated by experts, while Cronbach Alpha reliability coefficients of 0.85 and 0.87 were obtained. Data were analyzed using Pearson Product Moment Correlation and t-transformation statistics at the 0.05 level of significance. The findings revealed significant positive relationships between digital library resource management, LMS management, electronic database management, and postgraduate students' academic achievement. The study concluded that effective digital learning resources management significantly enhances postgraduate students' academic achievement. It recommended improved digital infrastructure, increased access to electronic learning resources, effective management of digital platforms, and continuous training on the utilization of digital learning technologies