Influence of Mathematics Teachers' Digital Competence on Students' Learning Outcomes in Secondary Schools in Rivers State, Nigeria

This study investigated the influence of mathematics teachers' digital competence on Senior Secondary School Year Two (SS2) students' learning outcomes in Rivers State, Nigeria. Utilizing a mixed-methods design combining a quasi-experimental pre-test/post-test non-equivalent control group setup with a correlational survey, the study sampled 40 mathematics teachers and 384 SS2 students across 20 registered private secondary schools. Data were collected using the validated Mathematics Teachers' Digital Competence Questionnaire (MTDCQ) and the Mathematics Achievement and Conceptual Understanding Test (MACUT). Analysis using descriptive statistics, ANCOVA, Pearson Correlation, and Linear Regression revealed that while (+30.45) than those in teachers possessed moderate basic digital literacy (Xˉ=3.12), their digital pedagogical integration (Xˉ=2.31) and assessment competencies (Xˉ=2.18) remained low. Students taught with digital tools achieved significantly higher post-test mean scores (68.90±9.15) and mean gains the control group (52.35±10.42; +14.55; F(1,381)=252.38,p<.05,Partial η2=.395). A strong positive correlation was established between teachers' digital competence and student achievement (r=.642, p<.05), while digital tool usage significantly predicted student engagement (R2=.341,p<.05). The study concludes that upgrading teachers' Technological Pedagogical Content Knowledge (TPACK) is vital for improving mathematics outcomes, recommending targeted subject-specific training and improved digital infrastructure.