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Perceived Usefulness and Efficacy of Learning Analytics among Science Educators for Advancing Quality Education and Digital Competence to Support Sustainable Development Goals (SDGs)

Fahdilat Talatu Ahmed(1), Abdulkareem Alawuyan Ganiyu(2), Abdulmuhsin Ibrahim(3),


(1) Al-Hikmah University
(2) Al-Hikmah University
(3) Al-Hikmah University
Corresponding Author

Abstract


This study examined science education lecturers’ perceptions of the usefulness and efficacy of learning analytics in enhancing instructional quality and predicting students’ learning outcomes. Using a descriptive cross-sectional survey design, data were collected through a validated questionnaire with high internal consistency. The results indicated that lecturers generally perceived learning analytics as beneficial for improving teaching effectiveness and facilitating data-driven decision-making because these tools provide timely insights into student engagement and academic progress. Mean scores revealed moderate yet positive perceptions across various learning analytics platforms, reflecting growing awareness but limited application. The findings suggest that lecturers’ acceptance is influenced by perceived utility, digital readiness, and institutional support. Strengthening educators’ digital competence and infrastructure is therefore essential to achieve equitable and evidence-based education. This study contributes to sustainable development goals (SDGs) by emphasizing the strategic integration of technology and analytics for sustainable teaching improvement.

Keywords


Digital skills; Instructional improvement; Learning analytics; Science lecturers; University education

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