Assessment of the Impact Of Digital Learning Tools on Students’ Academic Engagement and Outcome in Senior Secondary Schools in Minna Metropolis, Niger State, Nigeria
Assessment of the Impact Of Digital Learning Tools on Students’ Academic Engagement and Outcome in Senior Secondary Schools in Minna Metropolis, Niger State, Nigeria
Ramat Haruna
Department of Education Foundation
Bello Etsu Abubakar
Department of Continuing Education and Community Development,
Usman Mohammed Abubakar
Department of Counselling Psychology
Mohammed Abdullahi Baha
Department of Continuing Education and Community Development
Williams Maigida
Department of Human Kinetics and Health Education, Faculty of Education, Ibrahim Badamasi Babangida University, Lapai, Niger State, Nigeria.
Maimuna Usman
Department of Continuing Education and Community Development
Keywords: Digital, Learning, tools, Academic, Engagement, Outcome, Students.
Abstract
This study examined the impact of digital learning tools on students’ academic engagement and outcome in senior secondary schools in Minna Metropolis, Niger State, Nigeria. Two objectives guided the study, and two hypotheses were formulated. Hypothesis one measured differences in the impact of digital learning tools on students’ academic engagement on the basis of gender. While the second hypothesis measured differences in the impact of digital learning tools on students’ academic outcome on the basis of gender. Survey research design was used for the study. A sample of 380 was selected from population of 11,431 senior secondary school students through multi-stage sampling procedure. Impact of Digital Learning Tools on Students’ Academic Engagement and Outcome Questionnaire was used for the collection of data for the study. The data collected were analyzed using both descriptive and inferential statistics, while independent sample t-test was used to test the hypotheses at 0.05 levels of significance. The findings revealed that there was no significant gender difference in the impact of digital learning tools on students’ academic engagement. Similarly, the finding of hypothesis two indicated that there was no significant gender difference in the impact of digital learning tools on students’ academic outcome. Based on these findings, it was recommended that the use of digital learning tools in secondary schools should be encouraged to improve students’ academic engagement and outcome significantly; and teachers should encourage the students towards the use of digital learning tools in the classroom and also encourage the use of social media website that focus on promoting teaching and learning.
Author Biographies
Ramat Haruna, Department of Education Foundation
Department of Education Foundation
Bello Etsu Abubakar, Department of Continuing Education and Community Development,
Department of Continuing Education and Community Development,
Usman Mohammed Abubakar, Department of Counselling Psychology
Department of Counselling Psychology
Mohammed Abdullahi Baha, Department of Continuing Education and Community Development
Department of Continuing Education and Community Development
Williams Maigida, Department of Human Kinetics and Health Education, Faculty of Education, Ibrahim Badamasi Babangida University, Lapai, Niger State, Nigeria.
Department of Human Kinetics and Health Education, Faculty of Education, Ibrahim Badamasi
Babangida University, Lapai, Niger State, Nigeria.
Maimuna Usman, Department of Continuing Education and Community Development
Department of Continuing Education and Community Development
