The present study investigates the relationship between the use of digital learning tools and academic achievement among senior secondary students. With the integration of technology in education through policies like the National Education Policy (NEP) 2020, understanding its real impact on learners has become essential. The study employed a descriptive survey research design on a sample of 300 students (150 male, 150 female) selected from five senior secondary schools in Budaun district, Uttar Pradesh. Data were collected using a Digital Learning Engagement Scale (DLES) developed and validated by the researcher (Cronbach’s α = 0.82) and school exam records for academic achievement. Data were analyzed using descriptive and inferential statistics, including t-test and Pearson’s correlation. The results revealed a significant positive correlation (r = 0.62, p < 0.01) between digital learning engagement and academic achievement. Additionally, a significant gender difference was found, with female students scoring higher on engagement measures. The study concludes that integrating digital tools into teaching-learning processes significantly enhances students’ engagement and learning outcomes. Recommendations are made for policy, practice, and teacher training.
Shivaraj Kumar (Thu,) studied this question.