Computer Literacy Skills and Digital Grading of Students among Business Education Teaching Staff of Ignatius Ajuru University of Education

This study investigates the relationship between computer literacy skills and digital grading of students among business education teaching staff at Ignatius Ajuru University of Education (IAUE). Specifically, the study examined how basic computer operation skills, software manipulative skills, and data/information management skills relate to the proficiency of lecturers in executing digital grading tasks. Design: The study used a correlation design. The population comprised all 24 business education teaching staff of Ignatius Ajuru University of Education, and because this number was small, a census sampling technique was used which entailed covering the entire population. We used an instrument called Computer Literacy Skills and Digital Grading of Students Questionnaire (CLSDGSQ), developed by the researchers themselves, to collect data. It was validated by experts in Business Education and trial-tested with 10 lecturers from another faculty at the same university; the reported Cronbach Alpha reliability coefficient is 0.72, reflecting acceptable consistency. Data analysis involved the use of descriptive statistics (mean and standard deviation) to answer research questions and Pearson Product Moment Correlation (PPMC) to test hypotheses at the 0.05 significance level. Findings revealed that business education teaching staff possessed moderate proficiency in basic computer operations (e.g., turning on, navigating, and managing files) and some competence in software use (Microsoft Word and Excel). However, weaknesses were observed in the use of PowerPoint, learning management systems, result-processing software, and advanced data management practices such as cloud backup and digital security. Overall, the study established positively strong and significant relationship between computer literacy of basic computer operation skills and digital grading of students. However, the study found weak and no significant relationship with software manipulative skills and data/information management skills. This means that the better the computer literacy of business education teaching staff, the more effective, expedient, accurate, and transparent the processes of student assessment become. The implication from the study is that increased computer literacy is critical for sustainable digital assessment practices within IAUE and may also be relevant outside of IAUE itself. The report suggested ongoing training programs for educators, provision of modern information and communications technology infrastructure, and a policy-based approach to the adoption of digital grading systems to ensure proper assessment of students.