Role of Educational Technologies in Students’ Affective Learning at Secondary School Level

Abstract

The study titled “Role of Educational Technologies on Students’ Affective Learning at the Secondary School Level.” The primary objective was to assess how these technologies influence students’ emotional and attitudinal development in educational settings. A quantitative, survey based research design was adopted, involving a total of 400 participants comprising 80 secondary school teachers and 320 secondary school students. The sample size was determined based on L.R. Gay’s sampling chart. Data was gathered through a structured questionnaire consisting of three parts: Part 1 focused on demographic information, Part 2 included closed-ended questions, and Part 3 comprised open-ended questions. To ensure the accuracy and reliability of the instruments, a pilot study was conducted, expert feedback was solicited, and Cronbach’s Alpha was used to assess the internal consistency of the questionnaire. The data was analysed using SPSS version 24, employing statistical techniques such as frequency distributions, percentage analysis, means, standard deviations, and other relevant methods. The overall findings revealed that both secondary school teachers and students largely agreed on the importance of educational technologies in supporting students' affective learning. The average response score was 3.57 with a standard deviation of 1.321. The study concluded that educational technologies enable students and teachers to access resources such as online dictionaries and encyclopedias, communicate more effectively, search for assigned topics, retrieve information quickly, gain a deeper understanding, relate learning to real-world contexts, enhance knowledge, and develop teaching and learning materials.