Integrating Digital Technology in School Pedagogies: Implications for Postgraduate Academic Achievement in the Department of Educational Management. University of Calabar, Nigeria

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Findings revealed limited availability of critical technologies, affecting the integration of digital tools in classrooms.
The study applied a mixed methods approach, utilizing questionnaires and interviews to gather data from 100 participants.
Results indicate that digital tools are used mainly for content presentation, limiting interactive learning opportunities.
Addressing gaps in infrastructure and user capacity is essential for maximizing the potential of digital technology in education.

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Mixed methods assess digital technology's effects on academic achievement in postgraduate education, indicating infrastructure gaps.

Ogar et al. (2025) studied this question.

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