Effects of digital pedagogy on students learning as perceived by teachers in higher education
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Date
2022
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Publisher
UMT Lahore
Abstract
The aim of this quantitative correlational study was to find out what teachers think about using digital technology in the classroom and how digital pedagogy affects students' learning and performance. The impacts of technology integration in classrooms on students' performance and involvement in their studies were investigated using a quantitative correlational method with a conceptual framework of correlation between technology, pedagogy, and learning. The population for this study was teachers working at higher educational institutions. The sample population consisted of 200 teachers who worked in private and public educational institutions. A total of two survey instruments were used. The study's findings revealed a strong link between learning, pedagogy, and technology. The favourable findings backed up the notion that using digital media in the classroom boosted students' efficacy and performance. The findings of this study were positive and the research hypothesis that “There is a statistically significant relationship between the role of digital pedagogy and student learning” was correct. The findings provided an answer to the research question as well as supported the hypothesis that “There is a statistically significant relationship between the role of digital pedagogy and student learning”. The study provides educators, policymakers, and curriculum creators with useful information on how to use digital technology to improve student achievement and how to find the most effective ways for maximizing the influence of digital technology on student achievement.