Influence of Digital Technology Integration on Performance, Interest and Engagement in Biology among Secondary School Students in Edu, Kwara State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026556Keywords:
Digital Technology Integration, Biology, Academic Performance, Interest & Engagement.Abstract
This study investigated the influence of digital technology integration on performance, interest and Engagement in Biology among secondary school students in Edu Local Government Area of Kwara State, Nigeria. A descriptive survey research design was adopted, and a sample of 150 senior secondary school students was selected from public secondary schools in the study area using a convenience sampling technique. Data were collected through a structured questionnaire validated by experts in Science Education and Educational Measurement. Descriptive statistics, including frequencies and percentages, were used to answer the research questions, while chi-square (χ²) statistics were employed to test the hypotheses at the 0.05 level of significance. Findings revealed that digital technology integration positively influenced students’ learning outcomes in Biology. A majority of the respondents reported improved understanding of complex biological concepts, increased classroom attention, enhanced motivation, and greater interest in Biology when digital tools such as videos, animations, simulations, and online resources were utilized. The results further indicated that digital technology integration had a significant effect on students’ academic performance (χ²=12.90, p < 0.05), interest in Biology (χ²=15.84, p < 0.05), and engagement in Biology learning (χ²=18.72, p < 0.05). Despite these positive outcomes, inadequate digital infrastructure and limited access to technological resources were identified as major challenges to effective implementation. The study concluded that digital technology integration significantly enhances Biology teaching and learning by improving students’ academic performance, interest, and engagement. It recommended increased investment in digital infrastructure, teacher training, and the provision of technology-supported learning resources to improve science education outcomes in secondary schools.
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