Information and Communication Technology and Academic Performance
A Comparative Study of Public and Private Secondary Schools in Quetta, Pakistan
DOI:
https://doi.org/10.68379/29ew9v73Keywords:
Information and communication technology, academic performance, secondary education, digital divide, public and private schools, QuettaAbstract
This study examined ICT availability and use and their associations with academic performance among Grade 9 and 10 students in public and private secondary schools in Quetta, Pakistan. A quantitative, non-experimental, cross-sectional design was used. Questionnaire data were obtained from 285 students in five private and four public schools using a researcher-developed instrument (overall Cronbach’s α = .842), together with cumulative academic records where available. Descriptive statistics, independent-samples t-tests and Pearson correlations were analyzed in SPSS. The mean ICT availability index (0–8) was 2.89 in public schools and 6.88 in private schools. Reported sector differences in ICT availability, use, perceived academic performance and academic record scores were statistically significant (all p < .001). ICT use correlated positively with perceived academic performance (r = .642, p < .01) and academic record scores (r = .563, p < .01). Mean documented scores were 64.32% for public-school students and 74.88% for private-school students. These patterns identify substantial sectoral disparities and positive associations, not causal effects of ICT. Improving equitable access and the purposeful use of ICT may therefore be relevant priorities, subject to further evaluation.
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