THE IMPACT OF DIGITAL LEARNING TOOLS ON STUDENTS’ ENGAGEMENT AND RETENTION IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE, NIGERIA

Abstract

This study investigates the impact of digital learning tools on students’ engagement and retention in public secondary schools in Anambra State, Nigeria. In the 21st-century educational landscape, technology-enhanced learning has gained prominence for its potential to transform instructional delivery, foster learner participation, and improve academic retention rates. Despite the global shift towards digital pedagogy, many Nigerian secondary schools continue to grapple with implementation challenges, including limited infrastructure, teacher resistance, and inconsistent policy support. This study adopted a correlational survey design, with a sample of 750 students drawn through multistage sampling from public secondary schools across the six education zones of Anambra State. Two instruments, Digital Learning Tools Utilization Questionnaire (DLTUQ) and Student Engagement and Retention Scale (SERS), were developed and validated for data collection. Descriptive statistics and multiple regression analyses were employed to answer three research questions and test three null hypotheses at a 0.05 significance level. Findings revealed a significant and positive impact of digital learning tools on both student engagement and retention. Specifically, tools such as interactive whiteboards, educational apps, and online platforms were identified as strong predictors of sustained student participation and long-term content retention. The study recommends systematic teacher training, increased investment in digital infrastructure, and policy frameworks that support sustainable integration of technology in Nigerian public schools. These findings provide empirical insights for stakeholders seeking to optimize digital learning for improved academic outcomes in sub-Saharan Africa.