Assessment of Technological Advancement on Classroom learning Engagement among Public Secondary School Students in Ijebu-ode Local Government Area of Ogun State, Nigeria
DOI:
https://doi.org/10.64348/zije.2025194Keywords:
Technological Advancement, Teacher, Learning Engagement.Abstract
The study was an assessment of technological advancement on classroom learning engagement among public secondary school students in Ijebu-ode Local Government Area of Ogun State, Nigeria. A descriptive research design of survey type was used. The population for this study comprised public secondary school students in Ijebu Ode local government, Ogun State. Out of 13 public secondary schools in Ijebu-ode local government area, a simple random sampling technique was used in selecting 4 representing 31%. This technique gave equal chance for the all 13 schools to be included in the sample size. Sample size was 182 students. Researcher developed questionnaire; titled: Technological Advancement and Students Learning Engagement Questionnaire (TASLEQ) was used for data collection with reliability 0.81. Mean and standard deviation were used for analyzing research questions. The findings of the study showed among others that there was medium level of students learning engagement in secondary school. Lack of funds from the government side, inadequate infrastructure development in school, resistance to change on the part of teachers, cybersecurity concerns and insufficiency skills on the part of teachers and students were among the issues confronting technological advancement in students learning engagement. It was concluded that the provisions of adequate resources for technological advancement installment in school and provisions of infrastructure development in school are needed for students learning engagement. The study recommended that policy makers and educational stakeholders to prioritize the integration of technology in curriculum development and teacher training programs.
References
Agunbiade, O. (2018). Curriculum planning and integration of information communication technology (ICT) in Nigerian schools. Journal of Education and Practice, 9(2), 90-94.
Ally, M. (2020). Foundations of educational theory for online learning. Athabasca University Press.
Aluko, R. E. (2024). The effect of teacher characteristics on the integration of information and communication technology in teaching in public secondary schools in Lagos State, Nigeria. Journal of Education and Practice, 5(24), 42-50.
Anderson, M., & Clark, K. (2023). Digital annotation tools and student engagement in literature classes. Literature Education Review, 17(4), 175-190.
Bingimlas, K. A. (2021). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 235-245. DOI: https://doi.org/10.12973/ejmste/75275
Brown, R., & White, S. (2021). Online collaborative tools and student engagement in social studies projects. Social Studies Research, 28(2), 89-104.
Chen, X., & Wang, L. (2019). Digital storytelling tools and student engagement in history education. History Education Journal, 35(1), 55-68.
Chuchan, A. M. (2018). Impact of technology on the academic performance of students and teaching effectiveness. International Journal of Interdisciplinary Research and Innovations, 6(1), 47-85/.
Garcia, D., & Martinez, E. (2018). Mobile learning apps and student engagement in language arts courses. Journal of Educational Technology, 12(4), 78-92.
García-Peñalvo, F. J. (2018). Interactive whiteboards and student engagement: A systematic review. Computers and Education, 125, 400-417.
George, A. P., & Ige, N. A. (2022). Use of ICT tools and academic engagement of students in south-west Nigeria universities. International Journal of Library and Information Technology (IJLIT), 2(2), 204 – 223.
Ghanbaripour, A.N.; Talebian, N.; Miller, D.; Tumpa, R.J.; Zhang,W.; Golmoradi, M.; Skitmore, M. A (2024) Systematic review of the impact of emerging technologies on student learning, engagement, and employability in built environment education. Buildings 14, 2769. DOI: https://doi.org/10.3390/buildings14092769
Gyamfi, S. A., & Mensah, I. A. (2021). The role of information and communication technology (ICT) in achieving sustainable development goals (SDGs) in Africa. In Handbook of Research on Education for Sustainable Development in Higher Education (pp. 274-292). IGI Global.
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27(2), 34-39. Nwachukwu, C. (2018). ICT and education in Nigeria: Challenges and prospects. In A. U.
Jones, C. (2020). Gamified learning platforms and student engagement in mathematics education. Educational Technology Research, 18(2), 45-62.
Jones, M., & Clark, D. (2019). The impact of educational software on student engagement: A literature review. Journal of Educational Technology and Society, 22(2), 58-67.
Juan, C. (2024). Impact of digital learning tools on student engagement in high school classrooms in Peru. American Journal of Education and Practice ISSN 2520-3991 (Online), 8(3), 25 – 35.
Kaite, J. C., Jamie, M. M., & Adel, A. (2021). Effects of technology on student learning. The Turkish Online Journal of Educational Technology, 20(1), 105-113.
Kumar, S., & Akram, N. A. (2019). Impact of technology on student's engagement in different dimensions: Cognitive, behavioral, reflective and social engagement. Journal of Educational Technology Development and Exchange (JETDX), 12(3), 233-246.
Miller, K., & Anderson, J. (2022). Virtual reality simulations and student engagement in biology laboratories. Journal of Biological Education, 42(3), 210-225.
Oyelere, S. A. R. Daodu, & I. C. Oyesiku (Eds.), Technology-enhanced education for sustainable development (pp. 73-86). Springer.
Puentedura, R. R. (2021). Transformation, technology, and education. Retrieved from: http://hippasus.com/resources/tte/.
Shaurya, K. (2024). The impact of technology on students’ engagement and learning outcomes. International Journal of Research Publication and Reviews, 5(4), 9383-9387. DOI: https://doi.org/10.55248/gengpi.5.0424.1121
Smith, A., & Johnson, B. (2019). The impact of interactive digital simulations on student engagement in physics classrooms. Journal of Science Education, 25(3), 112-127.
Uduji, J. I., & Okolo-Obasi, E. N. (2022). Financing universal basic education in Nigeria: Options and Strategies. Springer.
Usman, A. (2021). The influence of technology-integrated curriculum resources on student engagement and academic achievement in higher education. School of Education and General Studies, Federal College of Education Gidan Madi, Sokoto, Nigeria.
