Impact of Digital Technologies on Quality Learning Engagement in Agricultural Science Among Students in Secondary Schools in Rivers State

Abstract

This study examined the impact of digital technologies on quality learning engagement in agricultural science among students in secondary schools in Rivers State, Nigeria. A descriptive survey design was used. Through multi-stage sampling, 400 respondents (112 teachers and 288 students) were drawn from 24 public secondary schools in six Local Government Areas across the three senatorial zones. Data were collected with a self-constructed four-point questionnaire, validated by three experts, with an overall Cronbach’s alpha of 0.77, and analyzed using means, standard deviations and the z-test at the 0.05 level of significance. The study revealed that digital technologies had a positive impact on students’ learning engagement. Instructional technologies such as virtual simulation software, precision agriculture tools and virtual laboratory technology are perceived to enhance quality learning engagement of students in agricultural science. The z-tests showed no significant difference between the groups for any technology. The results show that teachers and students hold similarly favourable views of these technologies, which supports their planned integration into Agricultural Science teaching, particularly where physical laboratory and farm facilities are limited. The study concludes that the adoption of digital technologies into the teaching and learning process of agricultural science has considerable potential to improving the quality of learning engagement and can bridge the gap between theoretical instruction and practical agricultural experiences. the study thus recommends the integration of digital technologies into agricultural science instruction and that schools should organize professional development on its effective use, to enable teachers provide realistic practical experiences.