The existing research study investigates the relationship between Information and Communication Technology (ICT) usage and academic performance among secondary-level students in Federal Government Boys and Girls Schools, Peshawar, Pakistan. The researchers have employed quantitative, cross-sectional correlational design with a stratified random sampling technique comprising of sample 100 students (50 boys and 50 girls, aged 13–16). The research operationalized ICT usage across three dimensions covering availability, accessibility, and user-ability measured through a validated 15 item Likert scale instrument (α = 0.87), alongside Grade Point Average (GPA) obtained from school records. Data analysis in SPSS 26 involved descriptive statistics, independent samples t-tests, chi-square tests, Pearson correlations, multiple regression, and one-way ANOVA. Results revealed moderate to high ICT availability and user-ability, slightly lower accessibility, and no significant gender differences in ICT usage or GPA which indicate progress toward digital equity. All ICT dimensions correlated positively with academic performance while user-ability emerging as the strongest predictor. However, availability; accessibility did not significantly predict GPA when controlling for other variables. Chi-square and ANOVA analyses confirmed that higher ICT usage levels were associated with significantly better academic performance. The findings substantiate the Digital Divide Theory and Technology Acceptance Model within the Pakistani secondary education context, underscoring that resource provision alone is insufficient without parallel investments in digital skill development. Policy recommendations include enhancing digital literacy programs, ensuring equitable ICT infrastructure, integrating ICT into curricula, and strengthening teacher professional development. This study contributes context-specific, gender-balanced evidence to the discourse on ICT in education while offering actionable insights for bridging digital gaps and optimizing technology’s role in improving learning outcomes in resource-constrained settings.
Miran et al. (Fri,) studied this question.