Assessing The Effects Technoloy Integration On Students Learning And Learning Outcomes In Primary Schools Yeka Sub City Addis Ababa

This study examines how technology integration affects student learning processes and outcomes in government primary schools in Yeka Sub-City, Addis Ababa, Ethiopia. Data from 393 participants (323 students, 70 teachers) across five schools were collected via structured questionnaires, semi-structured interviews, classroom observations, and achievement records, analyzed using t-tests, Pearson correlation, and thematic analysis. Found show that technology integration significantly boosts student participation, conceptual understanding, motivation, collaboration, engagement, problem-solving efficiency, retention, and digital skills. However, major barriers persist: limited device access, unreliable internet, scarce digital resources, weak technical support, and large class sizes. Teacher competence strongly correlates with successful integration (r = .683, p < .01), while challenges negatively impact learning outcomes. Classroom observations confirmed that technology improves lesson clarity (93.1%) and motivation (86.6%), though deeper, equitable use remains limited. The study concludes that technology can transform primary education only with robust infrastructure, continuous teacher professional development, and strong institutional support. Recommendations include increased government investment in ICT infrastructure, technical support systems, regular skills-based teacher training, locally tailored digital materials, and strategies for managing overcrowded classes. Future experimental and longitudinal research is needed to assess long-term impacts across diverse school environments.