Investigating the Role of Educational Technology in Fostering Social-Emotional Development and Its Correlation with Academic Success in Secondary School in Minna

Abstract

This study investigates the role of educational technology in fostering social-emotional development and its correlation with academic success in secondary schools in Minna. A mixed-methods design was adopted, with 328 SS II students selected through stratified random sampling and 45 teachers chosen through balloting from three schools. Data were collected using student questionnaires, teacher observation checklists, and academic records, and analysed using descriptive statistics, Pearson’s correlation, regression analysis, and thematic analysis. Findings revealed that both students and teachers agreed educational technology positively supports SED, with Grand Means of 3.26 and 3.19, respectively. Correlation analysis showed a moderate, positive, and significant relationship between SED and academic achievement (r = 0.403, p < 0.01). The study implies that integrating technology-enhanced social-emotional learning can improve students’ holistic development and academic outcomes. It is recommended that schools deliberately integrate technology-supported social-emotional learning into daily instructional practices