IMPACT OF DIGITAL LITERACY ON SECONDARY SCHOOL STUDENTS' ONLINE BEHAVIOUR AND WELL-BEING IN RIVERS EAST SENATORIAL DISTRICT, RIVERS STATE

Abstract

This study examined the impact of digital literacy on the online behaviour and well being of secondary school students in Rivers East Senatorial District, Rivers State, Nigeria. Digital literacy’s impact on students' online activity, including their capacity to utilise digital platforms securely and responsibly, and their psychological well-being is the key focus. Out of the eight (8) Local Government Areas in Rivers East Senatorial District, Rivers State, Nigeria, a multi-stage sampling technique was used to select four (4) L.G.As and 450 secondary school students from six (6) schools in the L.G.As. "The Impact Of Digital Literacy On Secondary School Students' Online Behaviour And Well-Being In Rivers East Senatorial District, Rivers State Questionnaire" was used for datacollection. This questionnaire measured digital literacy, online behavioural patterns, and indices of digital well being such as stress, self-esteem, and social interaction. The Cronbach Alpha method yielded 0.84 reliability. Correlation analysis examined digital literacy and interest components. The study demonstrated an association between higher levels of digital literacy and more positive online behaviours, such as responsible internet use and critical online information assessment. Higher digital literatestudents reported reduced stress from online activities and more self-esteem. However, the research found that excessive digital gadget use, especially amongstudents, can harm social bonds and welfare. This indicates the significant impact of digital literacy on secondary students' online behaviour and well being. Thus, schools and governments must prioritise digital literacy initiatives that increase technical skills and promote positive online habits and well-being.