Impact of Digital Interactive Learning Method on Basic Science and Technology Students’ Academic Performance in Junior Secondary Schools in Ilorin, Kwara State

Abstract

This study investigated the impact of the Digital Interactive Learning Method on the academic performance of Basic Technology students in junior secondary schools in Ilorin, Kwara State. A quasi-experimental pre-test, post-test, control group design was adopted to determine the effectiveness of the method. The study population consisted of junior secondary school students, and 177 students were purposively selected based on school population, availability of qualified Basic Science and Technology teachers, and the offering of the subject. The research instrument, developed by the researcher, was validated by experts in Industrial and Technology Education, Federal University of Technology, Minna. A pilot test conducted at Government Junior Secondary School Lafiagi established the reliability of the instrument. Data collected from the pre-test and post-test were analyzed using mean and standard deviation to answer the research questions, while independent t-test statistics were used to test the hypotheses at 0.05 level of significance. The findings revealed that the Digital Interactive Learning Method significantly improved the academic performance of students compared to the conventional method, and that gender had no significant influence on students’ achievement. Based on these results, the study concludes that digital interactive strategies are effective tools for enhancing learning outcomes in Basic Technology and should be integrated into junior secondary school instruction.