Impact of Professors’ Current Instructional Digital Tools on the Bachelor of Science in Business Administration-marketing Management Students: A Basis for Curriculum Enhancement

Abstract

Digital technologies are increasingly integrated into higher education to enhance student engagement, learning flexibility, and the development of workplace-relevant competencies. However, evidence regarding the perceived effectiveness of professors’ instructional digital tools among BSBA Marketing Management students at Gordon College remains limited. This study examined the perceived impact of professors’ current instructional digital tools on the learning experiences of Bachelor of Science in Business Administration students majoring in Marketing Management at Gordon College, with the findings intended to inform curriculum enhancement. A descriptive quantitative research design was employed, and data were collected using a structured questionnaire from 50 second-, third-, and fourth-year students selected through simple random sampling. The perceived impact of instructional digital tools was assessed in relation to academic learning, practical and industry-relevant marketing skills, and preparation for professional and career opportunities. Frequency, percentage, and weighted mean were used for descriptive analysis. Data normality was assessed using the Shapiro-Wilk test, while the Kruskal-Wallis H test was applied because the data did not meet the assumption of normality. The results indicated a very high perceived impact across all three dimensions. Instructional digital tools were perceived to improve students’ understanding and engagement, support the production of marketing-related outputs, strengthen practical competencies, and enhance readiness for technology-supported professional environments. No significant differences in perceptions were observed when respondents were grouped according to age, sex, or year level. The findings suggest that the instructional digital tools currently used in the programme provide broadly consistent learning benefits across demographic groups. Their continued pedagogically appropriate integration may therefore support curriculum implementation, practical skill development, and career preparation within the BSBA Marketing Management programme.