ABSTRACT

This study presents the effect of educational technology (EdTech) on both student learning outcomes and teachers’ pedagogical skills in a private high school. Specifically, the research examines the effectiveness of various teaching methodologies employed in the Cambridge Section of Bahria College Islamabad for ninth-grade students in Mathematics and English. The study uses mixed method approach to evaluate both quantitative and qualitative data, targeting to assess the advantages of EdTech and find the challenges faced by teachers in integrating technology into their classrooms. Using a quantitative approach, the study analyzes student test scores from Mathematics and English through multiple linear regression. The results show that students taught with EdTech methods scored, on average, 3.820 points higher in Mathematics and 1.586 points higher in English compared to those taught using traditional teaching methods. The analysis also measured additional variables such as teacher experience, class size, tuition, parental income level, and the number of siblings, which were found to affect the observed score differences. In addition to the quantitative analysis, semi-structured interviews with Mathematics and English teachers were conducted to reveal the problems faced in adopting EdTech in classrooms. The qualitative analysis discovered two major types of barriers: internal barriers, including limited knowledge, competency, skill, and reluctance to change, and external barriers, like insufficient motivation, lack of training, heavy workloads, and inadequate technological infrastructure. The findings of this research present an in-depth information for administrators and policymakers by highlighting the effectiveness of EdTech in enhancing student test scores and recognizing serious aspects for development. These perceptions can guide efforts to overcome barriers and increase the augmentation of educational technology in classrooms to confirm high-quality learning outcomes and prepare students for a successful future.