Impacts of technology resources awareness and utilisation on academic engagement of Islamic secondary school students in Kandal Province, Cambodia

Abstract

To study how technology resources, awareness, and utilization serve as predictors of academic engagement among Islamic secondary school students in Kandal Province, Cambodia, is the main purpose of this study. A total of three hundred (300) students were selected as the sample of this study. Technology resource awareness and technology utilization are treated as the independent variables, while academic engagement serves as the dependent variable. Data were collected using validated structured questionnaires, and the reliability coefficients of the instruments were found to be acceptable. Descriptive statistics and Pearson Product Moment Correlation (PPMC) were used as the means to analyze the collected data. Three research questions were addressed, and two null hypotheses were formulated and tested at the 0.05 level of significance. The results revealed r = .542 and p < 0.05, indicating a significant relationship between technology resource awareness and academic engagement among Islamic secondary school students. It was also found that r = .572 and p < 0.05, showing a significant relationship between technology utilization and academic engagement. Based on these findings, it can be concluded that technology resource awareness and technology utilization significantly influence academic engagement among Islamic secondary school students. It is therefore recommended that school administrators and policymakers improve students’ awareness of available technological resources and promote the effective utilization of technology to enhance academic engagement in Islamic secondary schools.