Impact of Digital Learning Tools on Student’s Engagement and Achievement in Middle School Science Classes

Abstract

The integration of digital learning tools in school science classes has garnered significant attention, prompting an investigation into their effects on student engagement and achievement. This study examines the impact of students' access to technology, teachers' digital competency, and the frequent use of digital tools on the engagement and academic performance of middle school students in science subjects. Utilizing a cross-sectional survey design, data were collected from 309 middle school science teachers across 45 public schools in Punjab, Pakistan, through validated, self-administered questionnaires. Six hypotheses were formulated and tested using SPSS and SmartPLS. The findings indicate that access to technology, teachers' digital competency, and the frequent use of digital tools positively influence student engagement and achievement in science. Digital tools significantly enhance engagement by providing interactive and personalized learning experiences, leading to increased motivation and interest among students. Furthermore, improved academic outcomes are evident in higher test scores and performance in science assessments. Teachers also noted a positive shift in classroom dynamics, characterized by increased collaboration and inquiry among students. These results highlight the critical need for ongoing investment in educational technology and professional development for educators to fully leverage the benefits of digital learning tools.