Role of Technology-Enhanced Learning on Student Engagement and Motivation in Selected Ghanaian Senior High Schools.

Abstract

Purpose: Technology-Enhanced Learning (TEL) has become a central feature of contemporary education, offering digital platforms and tools to improve teaching and learning. In Ghanaian Senior High Schools (SHSs), TEL adoption has accelerated, particularly during the COVID-19 pandemic, yet questions remain about its impact on student engagement and motivation. This study therefore examined role of technology-enhanced learning on student engagement and motivation in selected Ghanaian Senior High Schools.
Methods: Anchored in Self-Determination Theory, the study employed a positivist paradigm and a descriptive cross-sectional survey design. A deductive approach guided the analysis of theoretically grounded constructs. The sample comprised 73 students purposively selected from two public SHSs with established digital infrastructure. Data were collected using a structured questionnaire administered via Google Forms, adapted from validated instruments, and analysed using IBM SPSS (Version 27). Descriptive statistics summarised perceptions, while Pearson’s correlation tested associations among digital literacy, motivation, and engagement at a 95% confidence level.
Findings: Findings revealed that students perceived digital literacy particularly confidence and positive attitudes toward digital tools as critical enablers of TEL use. Confidence in digital skills strongly influenced collaboration and motivation (Mean = 4.00; r = 0.93). Digital tool use was highly correlated with improved focus, enjoyment, and active participation in TEL classrooms (r = 0.91–0.94). These results highlight that competence and confidence are stronger predictors of motivation and engagement than peer influence or system usability.
Conclusion: The study concludes that TEL can significantly enhance student motivation and engagement when supported by digital literacy.
Implications: The implications highlight the need for targeted teacher training, equitable resource allocation, and digital literacy programmes to maximise TEL’s benefits in Ghanaian SHSs, thereby advancing SDG 4 (Quality Education).
Originality: The originality of this research lies in its focus on the relationship between digital literacy and motivational outcomes in Ghanaian SHSs, moving beyond access and infrastructure debates to provide empirical evidence on how TEL shapes students’ learning experiences.