Digital learning tools and students’ engagement in secondary schools in Uganda, a case of Ntoroko district

Abstract

The purpose of the study was to examine the relationship between digital learning tools and students’ engagement in secondary schools in Uganda in selected schools in Ntoroko District. The objectives were to examine the relationship virtual classrooms and students’ engagement in selected secondary schools in Ntoroko District, to assess the relationship between interactive learning resources and students’ engagement in selected secondary schools in Ntoroko District and to the relationship between online resources and students’ engagement in selected secondary schools in Ntoroko District. The study adopted a cross-sectional research design and employed a mixed method research approach. Simple random sampling and purposive sampling were used to select 92 respondents who were drawn from a population of 120 individuals. A self-administered questionnaire and interview guide were used to obtain data from respondents. Results for objective one showed that there is a positive significant relationship between virtual classrooms and students’ engagement in secondary schools in Ntoroko District (Correlation =.305) which means that there is a positive significant relationship between virtual classrooms and students’ engagement in secondary schools in Ntoroko District. The results for objective two showed that there is a positive significant relationship between interactive learning resources and students’ engagement in secondary schools in Ntoroko District (Correlation =.684) which means that there is a positive significant relationship between interactive learning resources and students’ engagement in secondary schools in Ntoroko District. And the results for objective three showed that there is a positive significant relationship between resource allocation and students’ engagement in secondary schools in Ntoroko District (Correlation =.423) which means that there is a positive significant relationship between resource allocation and students’ engagement in secondary schools in Ntoroko District. Under objective one, the study recommended that school administrators should prioritize the acquisition and integration of interactive learning materials such as educational software, simulations, gamified apps and multimedia resources that promote active student participation and deeper learning engagement. Under objective two it was recommended that PTA members and school management collaborate to secure funding and support for acquiring and maintaining the necessary hardware and software that facilitate the use of interactive learning resources. Under objective three it was recommended that regular training and workshops should be conducted to improve the ability of both students and teachers to effectively navigate, evaluate and utilize online resources for academic purposes.