Use of Technological Tools and Monitoring as Correlates of Secondary School Effectiveness in Osun State

This study investigated the relationship between the use of technological tools, monitoring practices, and secondary school effectiveness in Osun State, Nigeria. A descriptive survey research design was employed, and data were collected from 300 respondents drawn from 30 public secondary schools selected through a multistage sampling procedure. Two validated instruments namely the Use of Technological Tools Questionnaire (UTTQ) and the Secondary School Effectiveness Questionnaire (SSEQ) were used for data collection, with reliability coefficients of 0.79 and 0.82, respectively. Data were analysed using Pearson Product Moment Correlation at the 0.05 significance level. Findings revealed a significant positive relationship between the use of technological tools and secondary school effectiveness, indicating that digital resources enhanced administrative efficiency, improved communication, and supported more effective teaching and learning. Additionally, monitoring practices were found to be significantly associated with school effectiveness, suggesting that regular supervision strengthened instructional quality, staff accountability, and resource management. These outcomes highlight the central role of technology and monitoring in improving school operations and student outcomes. The study concluded that integrating modern technological tools and strengthening supervisory practices are essential for advancing school effectiveness. It recommended continuous investment in digital infrastructure, targeted professional development, and improved monitoring systems to sustain improved educational performance in secondary schools. Keywords: Technological tools, Monitoring, School effectiveness, Supervision, Educational management, Osun State,