ICT-Based Collaborative Learning and Academic Achievement of Students in Business Studies in Polytechnics in Kano State, North West Nigeria

This study investigates the effect of ICT-based collaborative learning on the academic achievement of business studies students in polytechnics in Kano State, North West Nigeria. Collaborative learning supported by digital platforms is recognised for developing both cognitive and interpersonal competencies aligned with the demands of contemporary business practice. A quasi-experimental design was employed with 140 Higher National Diploma business administration students from two polytechnics in Kano metropolis assigned to ICT-based collaborative and conventional individual learning conditions over eight weeks. Online collaborative activities included shared cloud document creation, virtual case study discussions via Microsoft Teams, and peer review exercises on Google Classroom. A validated Business Studies Achievement Test served as pre-test and post-test. Analysis of covariance reveals significantly higher post-test scores in the collaborative learning group. Students who demonstrated active participation in digital collaboration activities, as measured by platform engagement logs, showed the greatest achievement gains. The study recommends that polytechnics in Kano State formalise ICT-based collaborative learning in business programme delivery, invest in collaborative platform licences, and train business studies lecturers in digital collaboration facilitation. Keywords: ICT-based collaborative learning, academic achievement, business studies, polytechnics, Kano State