ASSESSMENT OF DIGITAL ENTREPRENEURSHIP AND ONLINE REMOTE JOBS ON THE ACADEMIC PERFORMANCE OF UNDERGRADUATE STUDENTS
Abstract
This study seeks to investigate the assessment of digital entrepreneurship and online remote jobs on the academic performance of undergraduate students. For this study, four research questions and objectives was structured for this study. The study is anchored on the Expectancy Value Theory, (EVT). Also the study made use of the survey research design with a sample size of 380. A structured questionnaire was administered virtually via Google form to the respondents in other to determine their response. Findings from the study indicate that digital entrepreneurship and online remote jobs have become a significant aspect of over 30% of undergraduate student's lives with many dedicating 10 to 14 hours daily to online activities. These activities exert both positive and negative influences on academic performance. On the positive side, students develop valuable skills like time management, problem-solving and communication which enhance academic performance. The financial support gained from work alleviates academic - related financial pressures, while increased self-confidence positively impacted their academic engagement. The study recommends that the school should consider implementing flexible academic schedules or online learning options to accommodate students who work remotely or engage in digital entrepreneurship. Also, students should set clear boundaries between work and study time.
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