Effect of Digital Technology Integration on Basic Science Students' Academic Achievement in Enugu State

Effect of Digital Technology Integration on Basic Science Students' Academic Achievement in Enugu State

The integration of digital technology in education has become increasingly prevalent, transforming the way students learn and teachers instruct (Kearns, 2020). Digital technology encompasses a wide range of tools and resources, from educational software to online platforms that can enhance student engagement and academic performance (Kimmons et al., 2020). In the context of Basic Science education, digital technology can play a crucial role in facilitating students' understanding of complex scientific concepts (National Research Council, 2019). According to a study by Lee and Lee (2022), the effective use of digital technology can lead to improved student outcomes in science, technology, engineering, and mathematics (STEM) subjects. However, the impact of digital technology on academic performance can vary depending on factors such as teaching methods, student motivation, and access to resources (Hwang & Lee, 2021).

Moreover, research has shown that digital technology can help bridge the gap in academic achievement between male and female students (Kim et al., 2021). A study by Jeong et al. (2020) found that female students who used digital technology to learn science reported higher levels of confidence and interest in the subject. In light of these findings, it is essential to investigate the effect of digital technology on students' academic performance in Basic Science, with a particular focus on gender differences. This study aims to contribute to the existing body of research on the topic by exploring the impact of digital technological resources on students' academic performance in Basic Science. By examining the relationship between digital technology and academic performance, this study can provide insights into the effective use of digital resources in education. Furthermore, the study's findings can inform educational policy and practice, particularly in the context of STEM education.

The use of digital technology in education is expected to continue growing, making it essential to understand its impact on student learning outcomes (OECD, 2022). The study's results can also have implications for teacher professional development, highlighting the need for educators to be trained in the effective use of digital technology. By investigating the effect of digital technology on students' academic performance in Basic Science, this study can contribute to the development of more effective teaching methods and learning strategies. Additionally, the study's findings can inform the design of digital educational resources that cater to the diverse needs of students.

The importance of digital technology in education cannot be overstated, as it has the potential to revolutionize the way students learn and teachers teach (UNESCO, 2020). According to a report by the Organization for Economic Co-operation and Development (OECD, 2020), the effective use of digital technology can lead to improved student outcomes, increased efficiency, and enhanced accountability in education. In the context of Basic Science education, digital technology can provide students with interactive and engaging learning experiences that foster deeper understanding and retention of scientific concepts (Lazonder & Harmsen, 2019). A study by Zheng et al. (2021) found that students who used digital technology to learn science demonstrated higher levels of scientific literacy and critical thinking skills. However, the impact of digital technology on academic performance can be influenced by various factors, including teaching methods, student motivation, and access to resources (Hwang & Lee, 2021). Moreover, research has shown that digital technology can help address the issue of educational inequality by providing students with equal access to quality educational resources (Kim et al., 2021). This study aims to investigate the effect of digital technological resources on students' academic performance in Basic Science, with a particular focus on gender differences. By examining the relationship between digital technology and academic performance, this study can provide insights into the effective use of digital resources in education. The study's findings can also inform educational policy and practice, particularly in the context of STEM education.

The use of digital technology in education is expected to continue growing, making it essential to understand its impact on student learning outcomes (OECD, 2022). Furthermore, the study's results can have implications for teacher professional development, highlighting the need for educators to be trained in the effective use of digital technology. By investigating the effect of digital technology on students' academic performance in Basic Science, this study can contribute to the development of more effective teaching methods and learning strategies. Additionally, the study's findings can inform the design of digital educational resources that cater to the diverse needs of students. The study's results can also contribute to the existing body of research on the topic, providing a more nuanced understanding of the impact of digital technology on student learning outcomes.

The integration of digital technology in education has the potential to transform the way students learn and teachers instruct (Kearns, 2020). According to a study by Lee and Lee (2022), the effective use of digital technology can lead to improved student outcomes in STEM subjects. In the context of Basic Science education, digital technology can provide students with interactive and engaging learning experiences that foster deeper understanding and retention of scientific concepts (Lazonder & Harmsen, 2019). A study by Zheng et al. (2021) found that students who used digital technology to learn science demonstrated higher levels of scientific literacy and critical thinking skills. However, the impact of digital technology on academic performance can be influenced by various factors, including teaching methods, student motivation, and access to resources (Hwang & Lee, 2021). Moreover, research has shown that digital technology can help address the issue of educational inequality by providing students with equal access to quality educational resources (Kim et al., 2021). This study aims to investigate the effect of digital technological resources on students' academic performance in Basic Science, with a particular focus on gender differences. By examining the relationship between digital technology and academic performance, this study can provide insights into the effective use of digital resources in education. The study's findings can also inform educational policy and practice, particularly in the context of STEM education.

The effective use of digital technology in education can lead to improved student outcomes, increased efficiency, and enhanced accountability (OECD, 2020). According to a report by the United Nations Educational, Scientific and Cultural Organization (UNESCO, 2020), digital technology has the potential to revolutionize the way students learn and teachers teach. In the context of Basic Science education, digital technology can provide students with interactive and engaging learning experiences that foster deeper understanding and retention of scientific concepts (Lazonder & Harmsen, 2019). A study by Zheng et al. (2021) found that students who used digital technology to learn science demonstrated higher levels of scientific literacy and critical thinking skills. However, the impact of digital technology on academic performance can be influenced by various factors, including teaching methods, student motivation, and access to resources (Hwang & Lee, 2021). Moreover, research has shown that digital technology can help address the issue of educational inequality by providing students with equal access to quality educational resources (Kim et al., 2021). This study aims to investigate the effect of digital technological resources on students' academic performance in Basic Science, with a particular focus on gender differences. By examining the relationship between digital technology and academic performance, this study can provide insights into the effective use of digital resources in education. The study's findings can also inform educational policy and practice, particularly in the context of STEM education.

Furthermore, the study's results can have implications for teacher professional development, highlighting the need for educators to be trained in the effective use of digital technology. By investigating the effect of digital technology on students' academic performance in Basic Science, this study can contribute to the development of more effective teaching methods and learning strategies. Additionally, the study's findings can inform the design of digital educational resources that cater to the diverse needs of students. The study's results can also contribute to the existing body of research on the topic, providing a more nuanced understanding of the impact of digital technology on student learning outcomes. The study's findings can also inform the development of policies and programs aimed at promoting the use of digital technology in education. The study's results can also have implications for the development of digital literacy skills among students. The study's findings can also contribute to the development of more inclusive and equitable education systems

The teaching and learning of Basic Science in Nigerian secondary schools have been plagued by numerous challenges, including poor academic performance and lack of interest among students. Despite the importance of science and technology in national development, students' achievement in Basic Science has remained disappointingly low. The traditional lecture method, which is often used in teaching Basic Science, has been criticized for its inability to engage students and promote meaningful learning. The advent of digital technology has brought about a paradigm shift in education, offering new opportunities for teaching and learning. However, the effectiveness of digital technology in enhancing students' academic performance in Basic Science is not well understood. There is a need to investigate the impact of digital technological resources on students' academic achievement in Basic Science. Moreover, gender differences in academic achievement have been a persistent issue in science education, with some studies suggesting that male students outperform female students. The extent to which digital technology can address these gender differences is not clear. This study aims to investigate the effect of digital technological resources on students' academic performance in Basic Science, with a particular focus on gender differences. The study seeks to provide insights into the effective use of digital technology in teaching and learning Basic Science. By exploring the relationship between digital technology and academic performance, the study can inform educational policy and practice. However, the study's findings can contribute to improving the quality of science education and promoting greater student achievement in Basic Science.

1. To investigate the effect of digital technological resources on students' academic performance in Basic Science.

2. To examine the impact of digital technological resources on male and female students' academic performance in Basic Science.

3. To determine the interaction effect between digital technological resources and gender on students' academic performance in Basic Science.

1. What is the difference in academic performance between students taught Basic Science using digital technological resources and those taught using the lecture method?

2. Is there a significant difference in academic performance between male and female students taught Basic Science using digital technological resources?

3. What is the interaction effect between digital technological resources and gender on students' academic performance in Basic Science?

HO₁There is no significant difference in academic performance between students taught Basic Science using digital technological resources and those taught using the lecture method.

HO₂There is no significant difference in academic performance between male and female students taught Basic Science using digital technological resources.

HO₃There is no significant interaction effect between digital technological resources and gender on students' academic performance in Basic Science.

This study adopted a quasi-experimental design to investigate the effect of digital technological resources on students' academic performance in Basic Science. The study was conducted in Enugu State, Nigeria, which is one of the five states in the South-East geo-political zone of the country. The population of the study consisted of all Junior Secondary School students in Enugu State who offer Basic Science as a subject. A sample of 150 students was drawn from five secondary schools in the state using a purposive sampling technique. The schools were selected based on their availability of digital technological resources and willingness to participate in the study. The Basic Science Achievement Test (BSAT) was used as the instrument for data collection. The BSAT was a 30-item multiple-choice test that covered the Basic Science curriculum. The instrument was validated by three experts in science education, who ensured that the test items were relevant, clear, and aligned with the curriculum. The reliability of the BSAT was established through a pilot test, which yielded a reliability coefficient of 0.82 using the Kuder-Richardson formula 20 (KR-20).

The BSAT was administered to the students as a pretest and posttest to collect data on their academic performance in Basic Science. The experimental group was taught using digital technological resources, while the control group was taught using the lecture method. The researcher ensured that the students in the experimental group had access to the digital technological resources during the study. The data collected from the pretest and posttest were analyzed using mean and standard deviation to answer the research questions. The Analysis of Covariance (ANCOVA) was used to test the null hypotheses at a 0.05 level of significance. The ANCOVA was used to control for the effect of the pretest scores on the posttest scores. The researcher ensured that the assumptions of ANCOVA were met before conducting the analysis.

Table 1 shows that there is a significant difference in academic performance between students taught using digital technological resources (mean = 80.23) and those taught using the lecture method (mean = 65.12). The t-value is 8.56, and the p-value is .000, which is less than the significance level of 0.05. Therefore, the null hypothesis (HO1) is rejected.

The analysis in Table 2 shows that there is no significant difference in academic performance between male students (mean = 82.15) and female students (mean = 78.56) taught using digital technological resources. The t-value is 1.45, and the p-value is .151, which is greater than the significance level of 0.05. Therefore, the null hypothesis (HO2) is not rejected

The analysis in Table 3 shows that there is no significant interaction effect between digital technological resources and gender on students' academic performance in Basic Science. The F-value for the interaction term is 0.56, and the p-value is .456, which is greater than the significance level of 0.05. Therefore, the null hypothesis (HO3) is not rejected.

The findings of this study revealed that students taught Basic Science using digital technological resources performed significantly better than those taught using the lecture method. This finding is consistent with previous research that has shown the effectiveness of digital technology in enhancing student learning outcomes (Kearns, 2020; Lee & Lee, 2022). The use of digital technological resources provides students with interactive and engaging learning experiences that foster deeper understanding and retention of scientific concepts (Lazonder & Harmsen, 2019). The study's findings suggest that digital technological resources can be a valuable tool in improving student academic performance in Basic Science.

The study also found that there was no significant difference in academic performance between male and female students taught Basic Science using digital technological resources. This finding is supported by some previous research that has shown that digital technology can help to bridge the gap in academic achievement between male and female students (Kim et al., 2021). However, other studies have reported mixed findings on the impact of digital technology on gender differences in academic performance (Hwang & Lee, 2021). The study's findings suggest that digital technological resources can be an effective tool for promoting equity in education.

The study's findings also revealed that there was no significant interaction effect between digital technological resources and gender on students' academic performance in Basic Science. This finding suggests that the effectiveness of digital technological resources in enhancing student learning outcomes is not dependent on gender. This finding is consistent with previous research that has shown that digital technology can be an effective tool for promoting student learning outcomes regardless of gender (Zheng et al., 2021). Overall, the study's findings suggest that digital technological resources can be a valuable tool in improving student academic performance in Basic Science, and that educators should consider using digital technology to enhance student learning outcomes.

The result of this study has shown that digital technological resources have a significant positive effect on students' academic performance in Basic Science. The findings suggest that educators should consider using digital technology to enhance student learning outcomes. The study's results also indicate that digital technological resources can be an effective tool for promoting equity in education, with no significant difference in academic performance between male and female students. Overall, the study's findings highlight the importance of integrating digital technology into science education to improve student learning outcomes. By leveraging digital technological resources, educators can create engaging and interactive learning experiences that foster deeper understanding and retention of scientific concepts.

1. Educators should consider using digital technological resources, such as educational software, simulations, and online platforms, to enhance student learning outcomes in Basic Science.

2. Teachers should receive training on how to effectively integrate digital technological resources into their teaching practices to enhance student learning outcomes.

3. Educators and policymakers should ensure that all students have equal access to digital technological resources, regardless of their gender, socioeconomic status, or location..

4. Educators should use digital technological resources to create interactive and engaging learning experiences that foster deeper understanding and retention of scientific concepts.

5. Educators and policymakers should regularly monitor and evaluate the effectiveness of digital technological resources in enhancing student learning outcomes and make adjustments as needed.

6. Educators, policymakers, and technology experts should collaborate to develop and implement effective digital technological resources that meet the needs of students and teachers.

ABSTRACT
This study investigated the effect of digital technological resources on students' academic performance in Basic Science in Enugu State. A quasi-experimental design was adopted, with a sample of 150 Basic Science students drawn from 5 secondary schools. The purpose was to determine the mean performance scores of students taught using digital resources and lecture method. The Basic Science Achievement Test (BSAT) was used to collect data, with a reliability coefficient of 0.82. The BSAT was administered as pretest and posttest, and data was analyzed using mean, standard deviation, and Analysis of Covariance. Results showed a significant difference in mean performance scores favoring digital technological resources. There was no significant interaction between gender and teaching strategies. Females performed better than males. Digital technological resources were found to enhance students' performance in Basic Science. The study recommends adopting digital resources in teaching Basic Science concepts.
ARTICLE’S INFO
*Article No.:* 101825161 *Type: Research* *Full Text:* PDF, PHP, HTML, EPUB *DOI:* *10.15580/gjer.2020.1.101825161*	Corresponding Author Obodo, Abigail Chikaodinaka* *E-mail:* abigailujo@gmail.com; chikaodinaka.obodo@esut.edu.ng *Phone:* +2348077138821	*Keywords:* Academic Performance, Digital Technology, Educational Resources, Information and Communication Technology (ICT), Student Learning Outcomes

Group	N	Mean	SD	t-value	p-value
Experimental (Digital Tech)	75	80.23	12.15
Control (Lecture Method)	75	65.12	11.56	8.56	.000

Gender	N	Mean	SD	t-value	p-value
Male	40	82.15	12.34
Female	35	78.56	11.98	1.45	.151

Source	SS	df	MS	F	p-value
Group (Digital Tech vs Lecture)	1200.56	1	1200.56	15.67	.000
Gender	200.34	1	200.34	2.34	.128
Group * Gender	50.12	1	50.12	0.56	.456
Error	10000.00	146	68.49