The effect of technology Integration on grade 9 Students physics Academic Achievements in Shibu Ejersa Secondary School

Abstract This study investigated the effect of technology implementation instruction on the academic achievement of Grade 9 physics students at Shibu Ejersa Secondary School in Lami Kura Sub City, Addis Ababa. The research employed a pretest-posttest nonrandomized control group quasi-experimental design. One intact class was assigned as the treatment group, receiving instruction with digital simulations and virtual labs on mechanical oscillation and sound waves, while a second intact class served as the comparison group, taught with traditional lecture methods. A total of 98 students (49 per group) participated. Data were collected using a researcher-developed physics achievement test, with pretest and posttest reliability confirmed. Additional data from classroom observations, student questionnaires, and teacher interviews provided qualitative insights. The statistical analysis used descriptive statistics (mean, standard deviation) and an independent samples t-test. The pretest confirmed no significant difference in prior knowledge between the two groups. Posttest analysis revealed a statistically significant difference in achievement, with the technology-integrated group scoring substantially higher (M=85.70, SD=4.520) than the comparison group (M=59.51, SD=8.095), t(94)=19.569, p<.001. This indicates a large positive effect on learning outcomes. Qualitative findings showed that students in the treatment group reported higher levels of engagement, interest, and motivation. The study identified key barriers to implementation, including limited technological resources and a need for teacher training. It is recommended that secondary schools actively integrate interactive digital tools into physics instruction and that educational authorities support this shift by investing in reliable technological infrastructure and providing continuous professional development for teachers.
Keywords: Technology integration, Student engagement, Academic achievement, Physics education, Ethiopia