Digital Literacy And Completion Rates Of Graduate Studies At Gulu University

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dc.contributor.authorOmwony Dickens
dc.date.accessioned2026-11-06T13:17:50Z
dc.date.available2026-11-06T13:17:50Z
dc.date.issued2026
dc.description.abstractDigital literacy is increasingly recognized as a key enabler of academic integration and research productivity in modern higher education. This study examined the relationship between digital literacy skills and the completion of graduate studies at Gulu University, a public institution located in Gulu City, Uganda. The study followed Tinto’s Theory of Student Integration and guided by a pragmatism research philosophy; the study adopted a mixed-methods correlational research design. Quantitative and qualitative data were sequentially collected using structured questionnaires, interview guides, and document reviews. A sample size of n = 180 respondents participated in the study, consisting of 160 graduate students and 20 academic staff members selected through cluster random and purposive sampling techniques. Data analysis was performed using descriptive statistics and the Pearson Product-Moment Correlation coefficient. The findings revealed that Graduate students generally demonstrated moderate to high levels of basic digital operations. The highest-rated competencies included digital communication (Mean = 4.26, SD = 3.14), utilization of platforms like WhatsApp and Google Scholar (Mean= 4.19, SD = 1.00), internet information collection (Mean = 4.15, SD = 0.94), and using AI tools like ChatGPT wisely (Mean = 4.13, SD = 0.95). However, notable technical gaps were found in website design (Mean = 3.44, SD = 1.14) and cybersecurity awareness (Mean = 3.48, SD = 1.25). The results further revealed that Timely completion of graduate studies was strikingly low. Respondents strongly disagreed that they graduated within the prescribed time (Mean = 1.98, SD = 0.86) or submitted dissertations on schedule (Mean = 2.04, SD = 0.82).m Conversely, they reported significant completion delay (Mean = 3.99, SD = 0.80) heavily driven by external and institutional barriers: financial challenges (Mean = 4.27, SD = 0.52),family obligations (Mean = 4.24, SD = 0.60), work responsibilities (Mean = 4.19, SD = 0.50),limited academic supervision (Mean = 4.19, SD = 0.59), and institutional/administrative hurdles (Mean = 4.15, SD = 0.55). Finally, inferential analysis revealed an almost non-existent and statistically insignificant relationship between digital literacy skills and completion rates (r = -0.002, p = 0.980). The null hypothesis was not rejected, indicating that a student's level of digital literacy does not influence or predict timely graduate completion at the university. The study concluded that while graduate students at Gulu University possess sufficient functional digital skills, these capabilities do not alleviate low completion rates, which are instead bottlenecked by intense socioeconomic, supervisory, and institutional challenges. It is recommended that Gulu University streamline its administrative pathways, build structured academic supervision systems, and offer flexible scheduling to combat delays. Concurrently, the curriculum should be updated to progress from basic technology usage to advanced digital content creation and cybersecurity competencies.
dc.identifier.urihttp://hdl.handle.net/20.500.14270/1152
dc.language.isoen
dc.publisherGulu University
dc.subjectDigital Literacy
dc.subjectGraduate Completion Rates
dc.subjectHigher Education
dc.subjectStudent Integration
dc.subjectGulu University
dc.subjectUganda
dc.titleDigital Literacy And Completion Rates Of Graduate Studies At Gulu University
dc.typeThesis

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