Predictive Relationship of Digital Literacy and Biology Conceptual Understanding with Students’ Attitude towards Biology

Abstract

Students' attitude towards Biology is an affective factor influencing science engagement and learning outcomes, yet the cognitive and technological factors associated with it remain underexplored. This study examined digital literacy and Biology conceptual understanding as predictors of secondary school students' attitude towards Biology in Anambra South, Nigeria. A predictive correlational design was adopted. Through multistage sampling, 1,500 Senior Secondary Two Biology students were drawn; after screening, 1,167 responses were retained. Three instruments were used, namely the Digital Literacy Test, the Two-Tier Biology Diagnostic Test, and the Biology Attitude Scale, with reliability coefficients of .77, .89, and .80. Data were analyzed using simple and multiple linear regression at the .05 level of significance. Digital literacy predicted attitude towards Biology, F(1, 1165) = 11.779, p < .001, R² = .010, with only using emails significant. Biology conceptual understanding predicted attitude, F(1, 1165) = 417.333, p < .001, R² = .264, with all six conceptual domains individually significant. Scientific Proficiency contributed most among the six domains. Jointly, both predictors explained 26.8% of variance in attitude, F(2, 1164) = 213.297, p < .001. Conceptual understanding was the stronger predictor. The study recommends prioritizing conceptual mastery and integrating appropriate academic email use in Biology instruction.