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The COVID-19 pandemic affected many nations around the globe, including Ghana, in the first quarter of 2020. To avoid the spread of the virus, the Ghanaian government ordered universities to close, although most of them had only just begun the academic year. The adoption of Emergency Remote Teaching (ERT) had adverse effects, such as technostress, notwithstanding its advantages for both students and academic faculty. This study examined two significant antecedents: digital literacy and technology dependence. In addition, the study scrutinized the effects of technostress on two relevant student qualities: academic achievement and academic productivity. A descriptive correlational study method was used to discern the prevalence of technology-induced stress among university students in Ghana. The technostress scale was used with a sample of 525 students selected based on defined eligibility criteria. A confirmatory factor analysis (CFA) was employed to calculate the measurement models and structural models. The divergent validity and convergent validity were estimated with the average variance extracted (AVE) and coefficients of correlation between the constructs. The online survey of 525 university students inferred that technology dependence and digital literacy contributes significantly to technostress. Additionally, technostress has adverse effects on academic achievement and academic productivity. Practical implications, limitations, and future directions for the study were also discussed.

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Technology-Induced Stress, Sociodemographic Factors, and Association with Academic Achievement and Productivity in Ghanaian Higher Education during the COVID-19 Pandemic