Digital Competencies and Academic Performance among Malaysian Graduating Business Students

Abstract

Understanding how digital competencies impact student outcomes is crucial as digital technology becomes increasingly integrated into the classroom. This study investigates the relationship between the academic achievement of business graduates and their digital competencies at a public institution in Malaysia. The study's objectives are to: (1) ascertain the students' level of digital competency; (2) ascertain the correlation between digital skills and academic achievement; and (3) evaluate the predictive capacity of each component of digital competency, including problem-solving, teamwork, information literacy, device handling, and digital security. Eighty-four final-year business students were given an online questionnaire as part of a quantitative, cross-sectional design. The tool assessed five dimensions of digital aptitude in addition to academic success. SPSS was used to perform multiple regression and Pearson correlation analysis. The demographic profile and perceived digital competency levels of the respondents were compiled using descriptive statistics. The results show that all five aspects of digital competency have a significant and positive correlation with academic performance (p < .01), with information literacy and problem-solving exhibiting the strongest correlation. However, only the overall digital competency construct (β = .52, p < .001) significantly predicted academic performance when analyzed simultaneously via multiple regression; none of the individual components achieved statistical significance, indicating a comprehensive rather than an isolated effect. The model's modest predictive strength is indicated by its R-squared value of 0.27, which demonstrates the importance of digital preparedness in promoting academic success. The reliance on self-reported academic performance, which may introduce bias, and the relatively small sample size, which may affect generalizability, are among the limitations. Furthermore, there was no control over external variables, such as institutional support, prior digital exposure, and internet accessibility. The study emphasizes the value of developing digital skills as a basis for academic success despite these limitations. These findings have important ramifications for educators, legislators, and curriculum designers. Incorporating instruction in digital literacy into university curricula can help students succeed academically and prepare for workplaces that are increasingly reliant on technology. To develop students' digital skills, universities should establish focused workshops, mentorship programs, and organized online learning modules. To investigate how digital competence changes over time and how it interacts with learning motivation, cognitive methods, and socioeconomic factors, future research should use mixed-method and longitudinal techniques.