Digital-Era School Quality Assurance and Academic Achievement in Basic Science Among Students with Hearing Impairment in Oyo State, Nigeria

This study examined how children with hearing impairments in Oyo State, Nigeria, performed academically in Basic Science as a result of digital-era school quality assurance. The justification was based on the urgent need to comprehend how inclusive education is supported by technology-enhanced quality assurance. We tested three null hypotheses. A descriptive survey approach was utilized, with data collected from 384 students using the Digital-Era School Questionnaire on School Quality Assurance Practices (DES-QOSQAP, r = .85). School records were used to determine academic scores. Regression and Pearson's correlation were used to analyze the data at the 0.05 alpha level. The findings showed a significant positive correlation between teacher ICT training and achievement (r =.456, p =.000) and between digital-era quality assurance and achievement (r =.571, p =.000). Achievement in Basic Science was significantly predicted by inclusive policies that integrated digital technology (β =.571, p =.000). The study comes to the conclusion that incorporating digital tools into pedagogy, teacher preparation, and quality assurance is essential for the academic growth of students with hearing impairments. Recommendations include requiring teachers to receive ICT training in inclusive digital pedagogy and integrating digital monitoring into quality assurance frameworks.