Online academic record management system and students’ academic achievement: The example of the University of Bamenda, Cameroon
Abstract
The study investigated the online academic record management system and students’ academic achievements in The University of Bamenda-Cameroon. Two research questions and two hypotheses were formulated to guide the study. The theory of diffusion of innovations by Rogers (1962), and theory of connectivism in learning by Siemens (2004) and Downes (2022) were considered useful for the study. The cross sectional-survey research design was used. A population of 300 students from two schools and two faculties and 100 staff selected across the university constituted the sample size of the study. The simple random sampling technique was used. The data was collected using questionnaires. The instrument was validated using 10 students and staff outside the study area. A Cronbach's Alpha reliability of 0.87 was obtained which made the instrument consistent and was therefore considered suitable for the study. The research questions were analyzed using descriptive statistics and the hypotheses were tested with analysis of variance (ANOVA) statistical technique at 0.05 alpha level. The results showed that personal information management had a significant positive effect on students’ academic achievement. The results also showed that academic record management had a significant positive effect on students’ academic achievement. The main implications of the results are that any innovations in the curriculum of higher education will increase students’ academic achievement. University management must therefore reinforce the application of the diffusion of innovations theory. Efforts to fight mismanagement of records should be accompanied by strategies to promote acquisition of skills in online academic record management. This put together can foster personal information management, academic record management and promote students’ academic achievement in The University of Bamenda.
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References
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