Innovation-driven educational technology and equitable learning outcomes in rural public secondary schools in Enugu state, Nigeria

Njideka Gloria Ikegbusi; Nneka Anthonia Obumse; Ndidi Stella Oranusi; Chigozie Charles Udegbe; Amaka Emmanuella Awadiegwu; Okwuchukwu John Ezeanowai

doi:10.62672/gbl.v2i2.29

Authors

Njideka Gloria Ikegbusi Chukwuemeka Odumegwu Ojukwu University, Nigeria
Nneka Anthonia Obumse Chukwuemeka Odumegwu Ojukwu University, Nigeria
Ndidi Stella Oranusi Chukwuemeka Odumegwu Ojukwu University, Nigeria
Chigozie Charles Udegbe Chukwuemeka Odumegwu Ojukwu University, Nigeria
Amaka Emmanuella Awadiegwu Chukwuemeka Odumegwu Ojukwu University, Nigeria
Okwuchukwu John Ezeanowai Chukwuemeka Odumegwu Ojukwu University, Nigeria

DOI:

https://doi.org/10.62672/gbl.v2i2.29

Keywords:

Innovation-driven educational technology, Equitable learning outcomes, Teachers’ technological competence, Technology-supported instructional practices, Rural public secondary schools

Abstract

Innovation-driven educational technology plays an important role in promoting equitable learning outcomes, particularly in rural schools where educational disparities remain prevalent. However, many rural public secondary schools in Enugu State, Nigeria, face challenges such as limited access to innovative educational technologies, inadequate teachers’ technological competence, and insufficient technology-supported instructional practices. This study examined the relationship between innovation-driven educational technology and equitable learning outcomes in rural public secondary schools in Enugu State. Guided by a correlational research design and Walberg’s Theory of Educational Productivity, the study involved 512 senior secondary school students selected through a multistage sampling procedure from a population of 5,120 students across 138 rural public secondary schools. Data were collected using the Innovation-Driven Educational Technology Questionnaire (IDETQ) and the Equitable Learning Outcomes Questionnaire (ELOQ), with Cronbach’s alpha reliability coefficients of 0.85 and 0.86, respectively. Pearson Product Moment Correlation was used for data analysis at the 0.05 significance level. The findings revealed significant positive relationships between access to innovative educational technologies, teachers’ technological competence, technology-supported instructional practices, and equitable learning outcomes. The study concludes that innovation-driven educational technology is a key factor in promoting equitable learning outcomes in rural secondary schools. It recommends increased investment in innovative educational technologies, continuous teacher professional development in digital pedagogies, and strengthened technology-supported instructional practices to improve equitable learning outcomes.

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