Impact of Technology-Enhanced-Tools on Access to Quality Education among Internally Displaced Post-Primary Education Children in Benue State, Nigeria

Abstract                                                          This study investigates the impact of technology-enhanced-tools on access to quality education among internally displaced post-primary education children in Benue State, Nigeria. The study population comprises 68,076 school-age children during the 2024/2025 academic session from six Local Government Areas in Benue State, Nigeria, with a sample of 384 participants selected through multistage sampling. Data were collected using a validated structured questionnaire, Technology-Enhanced-Tools on Access to Quality Education among Internally Displaced Children Questionnaire (TETAQEIDCQ), which achieved a reliability coefficient of 0.89. Descriptive statistics (mean and standard deviation) were used for analysis. Findings reveal that technology-enhanced tools significantly improve access to quality education and positively influence learning outcomes among internally displaced post-primary education children in Benue State, Nigeria. The study highlights the importance of integrating technology to bridge educational gaps for displaced learners. Recommendations include enhancing digital infrastructure, providing teacher training, and implementing policies that support equitable access to educational technology for IDP children. Keywords: Assessment, Education, Impact, Internally Displaced Persons & Technology