The Impact of Digital Learning Tools on the Academic Performance of Secondary School Students in Nigeria: An Empirical Review

Nigeria’s National Digital Learning Policy promises inclusive digital learning for all, yet it remains unclear what digital tools actually do for secondary school students’ academic performance. This study reviewed empirical evidence on the impact of digital learning tools on the academic performance of secondary school students in Nigeria. A narrative, thematic review design was adopted. Twelve Nigerian studies published between 2011 and 2024 and covering eight states, comprising five experiments, two meta-analyses, one programme evaluation, three surveys and one national panel survey, were identified through Google Scholar, DOAJ, RePEc/IDEAS and university repositories, and synthesised under six themes. The review found that teacher-led computer-assisted instruction and computer animation generally improved achievement in mathematics and the sciences, although the gains varied by subject, with a mean effect size of 0.52 across science subjects but only 0.05 in Chemistry, and were sometimes smaller than those of non-digital methods such as problem-solving. By contrast, Osun State’s Opon-imo tablet programme was associated with lower English Language performance, and findings on social media use were mixed. Limited ICT facilities, low teacher competence, poor connectivity and unstable electricity restricted the benefits of digital learning, while gender made no significant difference. The study concludes that the value of digital tools depends less on the devices themselves than on how teachers use them and whether students can access them. It recommends teacher-led integration rather than device distribution alone, continuous teacher training, investment in power and connectivity, and more rigorous research, particularly in Northern Nigeria.