INVESTIGATING THE ROLE OF TECHNOLOGY INTEGRATION IN ENHANCING ENGLISH LANGUAGE LEARNING OUTCOMES IN SENIOR SECONDARY SCHOOLS IN TAFAWABALEWA L.G.A BAUCHI STATE
Abstract
ABSTRACT
This study investigates how technology integration influences English learning outcomes among
Senior Secondary School (SSS) students in Tafawa Balewa L.G.A., Bauchi State. Guided by the
Technological Pedagogical Content Knowledge (TPACK) and SAMR frameworks, the research
examines the availability and use of digital tools (e.g., smartphones, learning management
systems, interactive whiteboards, educational apps), teachers’ competencies, students’ digital
literacy, and school-level support. A convergent mixed-methods design was be employed:
quantitative data from students (SS I–III) and English teachers via structured questionnaires and
an English achievement test; and qualitative data from semi-structured interviews and classroom
observations. Descriptive and inferential statistics (t-test/ANOVA/multiple regression) will
analyze quantitative relationships, while thematic analysis will interpret qualitative insights.
Expected findings include positive associations between purposeful technology use and improved
vocabulary, reading comprehension, writing accuracy, and speaking fluency, moderated by
teacher training, infrastructure, and school leadership. The study will contribute evidence-based
recommendations for policy and practice, including targeted professional development, lowbandwidth strategies, and sustainable device policies that reflect the rural-urban realities of
Tafawa Balewa L.G.A.
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