The Impact of Digital Technology Tools on Inclusive Education in Secondary Schools in Akwa Ibom State, Nigeria

Abstract

This study explored how such digital tools influence teaching and learning in inclusive secondary school classrooms in Akwa Ibom State, Nigeria. This study adopted a descriptive survey design. The population comprised all secondary school teachers and students in inclusive classrooms in Akwa Ibom State. A sample of 600 participants was selected using stratified random sampling. Data were collected using the “Digital Technology Tools and Inclusive Education Questionnaire” (DTTIEQ), a validated instrument with a 4-point Likert scale. Reliability was established using Cronbach’s alpha (α = 0.87). Research questions were analyzed using mean and standard deviation. Hypothesis 1 was tested using Pearson Moment Correlation while hypotheses 2 and 3 were tested using regression analyses. All the study’s null hypotheses were rejected, highlighting a clear link between the effective use of technology and the success of inclusive education. The findings underscore that when thoughtfully integrated, digital technology can transform classrooms into truly inclusive learning spaces, empowering every student to reach their full potential.