This study examined the impact of Information and Communication Technology (ICT) integration on academic performance by comparing outcomes in traditional classrooms with those in technology-enhanced environments. A quasi-experimental design involved 300 secondary school students from three urban schools, with 150 in traditional classrooms and 150 in ICT-integrated classrooms. Data were collected through standardized tests and surveys assessing student engagement and perceptions of ICT use. Statistical analyses, including independent samples t-tests and ANOVA, were conducted alongside qualitative insights from semi-structured interviews. Results showed that students in ICT-integrated classrooms had a significant mean improvement of 9.2 points in academic performance compared to a 2.4-point increase in traditional classrooms (p < 0.001). Qualitative data indicated enhanced engagement and understanding, though challenges related to technology access were noted. These findings underscore the positive impact of ICT on academic performance, highlighting the need for effective teacher training and addressing infrastructural challenges to maximize educational benefits. Future research should explore the long-term effects of ICT integration across diverse contexts.
ICT integration, academic performance, traditional classrooms, technology-enhanced classrooms, educational outcomes
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