Access to Technology and Classroom Management as Predictors of Students’ Academic Engagement in Geography in Obubra, Cross River State, Nigeria: Implications for Economics Education
Keywords:
Access to Technology, Classroom Management, Students’ Academic Engagement, Economics Education, GeographyAbstract
The purpose of this study was to investigate access to technology and classroom management as predictors of students' academic engagement in geography in Obubra, Cross River State: Implications for Economics Education. This study adopted a correlational survey research design. Three null hypotheses guided the study. The study population comprised 758 (382 girls and 376 boys) senior secondary two (SSII) geography students from all 19 state-owned secondary schools in Obubra in the 2024/2025 academic session. A sample of two hundred (200) respondents was randomly selected for the study using a simple random sampling technique. Two researcher-developed instruments, tagged 'Access to Technology and Classroom Management Questionnaire (ATCMQ)' and 'Students' Geography Engagement Scale (SGES)', were used for data collection. The instruments were subjected to face validity by an expert in Geography Education and two experts in measurement and evaluation in the College of Education, University of Calabar. The instruments' reliability estimates were established using Cronbach's alpha. Simple and multiple linear regression analyses were used to test the hypotheses at the .05 level of significance. The analysis, among others, revealed that access to technology significantly predicts students' academic engagement in Geography. Based on the study's findings, it was recommended that governments and school management ensure sustainable, equitable access to reliable internet, electricity, and up-to-date devices, especially in rural and underserved areas.Downloads
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