ICT integration in education has shown potential to enhance student performance in disadvantaged settings, but research is limited in Mozambique's most impoverished districts. A survey was conducted with teachers and students from randomly selected schools in these areas, focusing on ICT usage frequency, student performance metrics, and qualitative feedback. ICT integration significantly improved mathematics scores by an average of 15% among participating students compared to those without access. The findings suggest that targeted ICT interventions can lead to substantial educational improvements in Mozambique's most challenging contexts, warranting further research and policy implementation. District-level education authorities should prioritise ICT infrastructure development and training for teachers in underprivileged areas to maximise learning outcomes. ICT integration, primary education, student performance, Mozambique, disadvantaged regions
Mavimbela et al. (Mon,) studied this question.
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