ASSESSING THE IMPACT OF TECHNOLOGY-DRIVEN INSTRUCTIONAL METHODS ON PUPILS' ENGAGEMENT AND PERFORMANCE IN PRIMARY SCHOOLS IN YENAGOA LOCAL GOVERNMENT AREA OF BAYELSA STATE, NIGERIA

This study assessed the impact of technology-driven instructional methods on pupils’ engagement and academic performance in primary schools in Yenagoa Local Government Area of Bayelsa State , Nigeria. A descriptive survey research design was adopted, guided by two research questions. The population comprised 1,456 teachers from government-owned primary schools, from which a sample of 399 teachers was selected using a multistage sampling technique. Data were collected using a structured questionnaire and analyzed using Mean and Standard Deviation. Findings revealed that the extent of adoption of technology-driven instructional methods is high, with digital tools such as videos, animations, and interactive applications significantly enhancing pupils’ interest, participation, and understanding of lessons. Furthermore, teachers held positive perceptions of innovative instructional methods, recognizing their effectiveness in improving pupils’ motivation, critical thinking, and academic performance. The study recommended increased investment in educational technology, teacher training, and the development of contextually relevant digital resources to maximize the benefits of digital learning. These findings emphasize the role of technology in creating dynamic and interactive learning environments that support pupils’ academic success.