Relationship Between Teacher Digital Competence and Student Learning Outcomes in Kogi State Secondary Schools, North Central Nigeria

This study examines the relationship between teacher digital competence and student learning outcomes in senior secondary schools in Kogi State, North Central Nigeria. As digital tools become more embedded in classroom practice, the quality of teachers' digital skills directly shapes the quality of student learning experiences. A correlational survey design was employed with a sample of 120 teachers and their corresponding 600 students from fifteen public senior secondary schools across Lokoja, Anyigba, and Kabba-Bunu Local Government Areas. Teacher digital competence was assessed using the European DigComp 2.1 framework adapted for the Nigerian context, while student learning outcomes were measured using end-of-year examination scores provided by school administrations. Pearson correlation and multiple regression analyses tested the relationship between the two variables while controlling for school resources and student socioeconomic background. Results indicate a statistically significant positive correlation between teacher digital competence and student learning outcomes, with digital content creation and problem-solving competency sub-scales contributing the most predictive variance. School resource availability moderates this relationship, with its effect being stronger in better-equipped schools. The study recommends sustained investment in teacher digital competence development in Kogi State alongside complementary improvements in school ICT infrastructure. Keywords: teacher digital competence, student learning outcomes, secondary school, Kogi State, DigComp framework