Impact of Digital Learning Tools |

Impact of Digital Learning Tools on Students' Motivation and Academic Performance in Physics among Senior Secondary School in Katsina Zonal Education Quality Assurance

^*1Yahaya Salisu, ²Abdurrahman Sani Yar’adua & ³Abubakar Sabo

¹Department of General Studies Education, Yusuf Bala Usman College of Education and Legal Studies, Daura, Katsina State, Nigeria Email: ahmadjidda2012@gmail.com

^*2&3Department of Science Education, Faculty of Education, Federal University, Dutsin-Ma Emails: ayaradua@fudutsinma.edu.ng*², asabo@fudutsinma.edu.ng³

Abstract

This study examines the impact of digital learning tools on students' motivation and academic performance in physics among senior secondary school in Katsina zonal education quality assurance, Katsina state, Nigeria. It established four objectives and research questions, and tested four hypotheses at a significance level of 0.05. A sample of 113 students was selected from a population of 17,572 SSII students, consisting of 10,258 male and 7,314 female students from public schools in the Katsina Zonal Education Quality Assurance. The research used a quasi-experimental design with instruments such as the Physics Performance Test (PPT) and Physics Motivation Questionnaire, which had validity and reliability coefficients of 0.897 and 0.753, respectively. Descriptive statistics (mean and standard deviation) were used to analyze the research questions, while inferential statistics (independent t-test and Regression Analysis) tested the hypotheses at α = 0.05. The results showed a significant difference in performance between students taught physics via Digital learning tools and those taught with the traditional method. The study recommends the government should provide computer, projectors, and internet access in schools to support digital learning and teachers should combine normal classroom teaching with digital method to help students learn better.

Keywords

Academic performance, Digital learning tools, Motivation. Physics, Gender

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