Exploring the Impact of Digital Learning Tools on Student Engagement Among Secondary Grade Students

Abstract

This study looked at the behavioral, emotional, cognitive, and social aspects of how digital learning resources affected Grade 10 students' interest in learning English. Over the course of eight weeks, students were randomized to either a group using digital learning resources or a group using the conventional lecture method as part of a true experimental pre-test–post-test control group design. A validated scale was used to measure engagement, and independent samples t-tests were used to examine group differences. Results showed that compared to students who were taught through lectures, students who were taught using digital tools demonstrated noticeably higher behavioral, emotional, and cognitive engagement, indicating greater participation, excitement, and deeper content processing. Without deliberate interactive design, technology might not improve collaboration on its own, as no discernible difference in social engagement was found. These findings emphasize the importance of incorporating collaborative activities to improve social connections while also highlighting the value of technology-rich instruction for encouraging individual engagement.