Effects of Technology-Enhanced Learning on Higher Secondary Students' Cognitive, Behavioral, and Emotional Engagement in Multiple Subjects

Abstract

This study examined how higher secondary students in the Arts, Science, and Commerce streams were affected cognitively, behaviorally, and emotionally by technology-enhanced learning (TEL). A sample of 389 students chosen by stratified random sampling was used in a quantitative, descriptive-cum-comparative design. One-Way ANOVA and post hoc tests were used to analyze the data, which were gathered using a standardized engagement questionnaire. The findings showed that students' levels of cognitive and behavioral engagement varied significantly, with Arts students showing lower levels than Science and Commerce students. While there was no discernible difference between Arts and Science, Commerce students had the highest emotional engagement, greatly outperforming both. Results indicate that the effectiveness of TEL varies by subject and is impacted by student digital literacy, instructional design, and content type. In order to maximize engagement across all streams and guarantee fair and significant learning experiences in higher secondary education, the study suggests customized TEL interventions, pedagogical alignment, and teacher training.

Keywords: Technology-Enhanced Learning, Student Engagement, Cognitive, Behavioral, Emotional