Dr P. O. Ogedi & Dr James Paul Nwachinaemere
Abstract
This study adopted a correlation survey design to determine the relationship between classroom instructional delivery technological tools and students’ academic performance in unity secondary schools in South East Nigeria. The sample comprised 280 students drawn from Unity Schools in South East Nigeria. Classroom Technological Interventions Questionnaire (CTIQ) and Students’ Academic Performance Record were used for data collection. The CTIQ was validated by three experts. Cronbach Alpha statistic was used to determine the reliability of the instrument which yielded reliability index of 0.71. Out of the 312 copies of the questionnaires administered, 267 copies representing 85.6 percent were returned and were used for data analysis. Pearson product moment correlation and linear regression analysis were used for data analysis. The findings indicated, among others, that classroom instructional delivery technological tools significantly, and to a positive and very high extent, relate to students’ academic performance in unity secondary schools. Based on the findings of the study, the researchers recommended, among others, that government should improve the general academic performance of students by exposing teachers to regular workshops and seminars on the effective use of technological interventions such as Google classroom, for effective instructional delivery.