An Analysis of Technology Intervention and Its Impact on Students' Performance Among Public Girls' Secondary Schools of City Faisalabad
Keywords:
Technology Intervention, Students’ Performance, MotivationAbstract
Technology intervention in education has emerged as a transformative tool for enhancing teaching and learning processes, particularly in developing countries. This study investigates the impact of technology intervention on student performance in public girls' secondary schools in Faisalabad. Specifically, the research investigated the demographic characteristics of respondents, assessed the extent of technology usage, identified hurdles to practical implementation, and examined the impact of technology on student engagement, motivation, and learning outcomes. The research adopted a descriptive survey design, utilizing a structured questionnaire as the primary data collection instrument. Out of a total population of 502 teachers working across 122 public secondary schools, a sample of 116 secondary school teachers was randomly selected for the study. The questionnaire, pre-tested for validity and reliability, included 63 closed-ended questions rated on a five-point Likert scale. Data analysis revealed that technology positively influences students’ engagement (mean score 4.44), motivation (mean score 4.37), and learning outcomes (mean score 4.32). The study concludes that while technology has substantial potential to improve educational outcomes, its effectiveness is constrained by resource limitations, lack of training, and insufficient policies. This research contributes to the growing body of literature on technology intervention in education and provides actionable insights for policymakers and educational administrators to enhance technology-based learning.
References
Asad, A., Mehmood, S., Hussain, S., & Amir, M. (2023). Analysis of Risk Management in Higher Education Institution. International Research Journal of Management and Social Sciences, 4(3), 282-288.
Bates, A. W. (Tony). (2015). Teaching in a digital age – Second edition: Guidelines for designing teaching and learning. Self-published.
Cheng, S.-L., & Xie, K. (2018). The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings. Teaching and Teacher Education, 74, 98-113.
Cloete, A. L. (2017). Technology and education: Challenges and opportunities. HTS: Theological Studies, 73, 1-7.
de Sousa Silva, A. J. (2024). Education mediated by technology: From inclusion to training. Inclusão Social, 17(2), 305-311.
Freiman, V. (2020). Types of technology in mathematics education. In Encyclopedia of mathematics education (pp. 869-879). Springer.
Hu, X., Gong, Y., Lai, C., & Leung, F. K. (2018). The relationship between ICT and student literacy in mathematics, reading, and science across 44 countries: A multilevel analysis. Computers & Education, 125, 1-13.
Hussain, S., Ahmad, M., Hussain, I., Hafeez, A., & Sardar, R. (2024). Compare the Quality of Administration in Public and Punjab Education Foundation Funded Schools at Secondary Level. Al-Qanṭara, 100-117.
Hussain, S., Fakhar-Ul-Zaman, D. B. K., Kanwal, M., Hussain, T., Nawaz, I., & Thaheem, M. I. (2024). TPACK and ICT, the new hope for Pakistan's education system: analysis of the perception of prospective teachers. Remittances Review, 9(2), 743-754.
Hussain, T., Khan, H. M. R., Saqib, M., & Qahar, A. (2024). The Most Influential Determinants of School Dropout: A Case of Special Education Complex at Skardu. International Research Journal of Management and Social Sciences, 5(2), 81-87.
Irvin, R., & Macklin, A. (2007). Information and communication technology (ICT) literacy: Integration and assessment in higher education. Journal of Systemics, Cybernetics and Informatics, 5, 50-55.
Khan, H. M. R., Wishal, H., Hussain, S., Hussain, S., Farooq, M. A., Tahir, M., ... & Asif, M. (2024). Analyzing the Effectiveness of Bloom’s Taxonomy in the Context of Science Teaching at Elementary Level.
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9, 60-70.
Lin, M.-H., Chen, H.-C., & Liu, K.-S. (2017). A study of the effects of digital learning on learning motivation and learning outcome. Eurasia Journal of Mathematics, Science and Technology Education, 13, 3553-3564.
Ronzhina, N., Kondyurina, I., Voronina, A., Igishev, K., & Loginova, N. (2021). Digitalization of modern education: Problems and solutions. International Journal of Emerging Technologies in Learning (iJET), 16, 122-135.
Sheeza, S., Khan, H. M. R., Ijaz, A., & Qureshi, U. F. (2024). Research Method in International Comparative Education. International Research Journal of Management and Social Sciences, 5(1), 544-574.
Zafar, N., Khan, H. M. R., Ashraf, S. R., & Nawaz, I. (2024). Teachers' Expectations for Effective and Successful Training Programs: Inspiring Growth and Excellence. International Research Journal of Management and Social Sciences, 5(2), 895-910.
