<b>Impact of autonomy-supportive computer-based instruction on psychological need satisfaction, academic motivation, and learning engagement among secondary school students in Benue State, Nigeria</b><b></b>

This study investigated the impact of autonomy-supportive computer-based instruction (CBI) on Senior Secondary School One (SS 1) students' psychological need satisfaction, motivation, and engagement in Digital Technologies in Gboko Local Government Area (LGA), Benue State, Nigeria. The study was guided by four objectives, four research questions, and three hypotheses. A quasi-experimental non-equivalent control group design was adopted, involving two intact SS 1 Digital Technologies classes purposively selected from two government secondary schools and assigned to experimental (n = 50) and control (n = 50) conditions. Three validated instruments were used for data collection: the Basic Psychological Needs Fulfilment Scale – Education (BPNFS-E; α = .80–.87), the Academic Motivation Scale – Secondary (AMS-S; α = .86–.90), and the Utrecht Work Engagement Scale – Student Version (UWES-S; α = .81–.88). Data were analysed using IBM SPSS Statistics Version 29. Research questions were answered using adjusted mean scores, and the three hypotheses were tested using one-way Analysis of Covariance (ANCOVA) at the .05 level of significance, with pre-test scores entered as covariates. Results showed that students exposed to autonomy-supportive CBI reported significantly higher post-test psychological need satisfaction (F(1, 97) = 89.47–115.44), motivation (F(1, 97) = 79.34–128.92), and engagement (F(1, 97) = 109.83–124.66) than students in the control group (all p < .001; η²p = .450–.571, large effect). Consequently, the three null hypotheses were rejected. Exploratory analysis further showed that gender significantly moderated four of the nine outcomes, with female students recording larger gains than male students. It was recommended that Digital Technologies teachers be trained to embed learner choice, transparent task rationale, informational feedback, learner-controlled pacing, and voluntary enrichment activities into computer-based instruction, and that education policymakers in Benue State prioritise motivational design quality, rather than hardware provision alone, in future ICT-in-education investment.