Empirical Assessment of ICT Impact on Teaching and Learning in High Schools: A Study in the Context of Balkh, Afghanistan

Abstract

This study comprehensively explores ICT integration in Balkh’s high schools, covering infrastructure, teaching methodologies, student outcomes, integration challenges, and preparedness. Surveys were administered to 230 participants, including teachers and students. Descriptive statistics revealed a generally positive perception of ICT infrastructure and technology usage but identified areas for improvement. ANOVA results highlighted significant disparities in the impact of multimedia, interactive tools, and technology-assisted learning, providing nuanced insights. Regression analysis unveiled a unique correlation between teachers’ observations of academic performance and ICT integration. Chi-square tests showed a substantive association between students’ perceptions of ICT impact and learning outcomes. Addressing integration challenges, technological barriers emerged as a concern, signaling the need for targeted interventions. Positive indicators in teacher preparedness, access to technological resources, and administrative support emphasized the role of ongoing professional development. These findings offer empirically grounded insights for evidence-based decisions. While acknowledging promising strides in ICT integration, the study advocates for strategic interventions to overcome challenges. It contributes a nuanced understanding of ICT dynamics, guiding informed decision-making for educators, administrators, and policy-makers. The research emphasizes optimizing ICT integration in Balkh’s high schools for effective learning through technology.