Enhancing Academic Performance through Whole-school ICT Integration

Abstract

This article presents the action research undertaken to ascertain the impact and perceptions toward the whole schools information and communication technology (ICT) intervention in context-specific teaching-learning practices at Nganglam Lower Secondary School in Bhutan. The school had been facing a “policy-practice gap,” coupled with stagnating academic results at an average of 86% (2021-2024). The intervention scheme, which was initiated in 2025, involved the installation of differentiated classroom hardware (smart TVs and projectors), a three-time expansion of computer laboratories (from 1 to 3), and extensive teacher training. Data were generated through a convergent parallel mixed-methods research design, in which a stratified representative group of students (n = 114 selected and analyzed for perceptions) and teachers (n = 10) were asked to participate. The students and the teachers received closed-ended six-point Likert-type questions, structured qualitative interviews, and terminal academic results as research instruments. Both students (M = 4.84; six-point Likert scale) and teachers (M = 5.28) indicated extremely positive perceptions toward the ICT intervention, which was associated with increased engagement and enhanced conceptual understanding. Additionally, the overall academic pass percentage of the school was found to have improved from 86% (2021-2024) to 94% in 2025 (+8%). Nevertheless, qualitative results also revealed a number of individual and institutional hindrances (internet connection instability, equipment shortages, and power supply disruptions). The study revealed that whole-school ICT intervention tends to be positively perceived and associated with increased academic achievement, whereas infrastructural and teacher support is required for its long-term success.