Effectiveness of digital learning tools in upper secondary education: A data-driven sentiment analysis approach

Jose Lukose () and Abayomi Agbeyangi ()

International Journal of Innovative Research and Scientific Studies, 2025, vol. 8, issue 6, 100-112

Abstract: The integration of digital learning tools has transformed education by enhancing student engagement, accessibility, and instructional efficiency. However, their effectiveness in improving learning outcomes requires empirical validation, particularly in low-resource environments. This study evaluates the impact of tablets as digital learning tools on teaching and learning among upper secondary (Grade 12) learners in a high school in the Eastern Cape, South Africa. The study assesses the effectiveness of digital learning tools in enhancing engagement and academic performance. It also evaluates digital proficiency among teachers and learners while identifying key challenges and opportunities. A data-driven analytical approach was employed, collecting responses from 90 upper secondary learners and 10 teachers through structured Likert-scale questionnaires. Descriptive statistical measures were used to evaluate engagement, collaboration, and academic performance, while a rule-based sentiment scoring method was applied to classify perceptions as positive, neutral, or negative. The findings indicate that 78% of learners reported increased engagement, 84% noted improved collaboration, and a 79.49% relative increase in pass rates was observed. Sentiment scoring revealed average sentiment values of +0.55 for learners and +0.66 for teachers, reflecting overall positive perceptions. Key challenges identified included limited internet access, digital distractions, and increased teacher workload. The results confirm that digital learning tools enhance student engagement and academic performance but require better infrastructure, training, and structured policies for optimal adoption.

Keywords: Digital learning; ICT in education; Sentiment analysis; Technology-Assisted education. (search for similar items in EconPapers)
Date: 2025
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