Enhancing Student Engagement and Learning Outcomes through Technology Integration in Bamidele Olumilua University of Education, Science and Technology, Ikere-Ekiti, Ekiti State, Nigeria
Abstract
This study examined the extent to which technology integration enhances student engagement and learning outcomes at Bamidele Olumilua University of Education, science and Technology, Ikere-Ekiti, Ekiti State. The study adopted a descriptive research design of the survey type. The population comprised 400 and 500 level students across the four colleges of the university, from which a sample of 400 students was selected using stratified sampling techniques to ensure adequate representation. Data were collected using a structured questionnaire titled Questionnaire on Enhancing Student Engagement and Learning Outcomes through Technology Integration in BOUESTI (QESELOTIBOUESTI). The instrument was validated by experts, and reliability was established using the test–retest method, yielding a coefficient of 0.79. Data were analysed using descriptive statistics and Pearson Product Moment Correlation at the 0.05 level of significance. Findings revealed that technology integration significantly enhances student engagement across behavioural, cognitive, and emotional dimensions, as evidenced by increased participation, collaboration, motivation, and self-regulated learning. The results further indicated that technology use positively affects learning outcomes by improving academic performance, conceptual understanding, digital literacy, problem-solving skills, and the application of knowledge to new tasks. However, the study identified major challenges to effective technology use, including unreliable electricity supply, poor internet connectivity, high data costs, and limited access to digital devices, inadequate staff training, and insufficient institutional support. The study concluded that while technology integration has strong potential to improve student engagement and learning outcomes at BOUESTI, its effectiveness depends on strategic pedagogical alignment and the resolution of infrastructural and institutional barriers. It was recommended that the university invest in digital infrastructure, strengthen staff capacity in digital pedagogy, improve access to devices and technical support, and develop supportive institutional policies to ensure sustainable and effective technology-enhanced learning.
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