The Impact of Online EdTech Usage on Academic Performance: Evidence from Middle School Students in Bangladesh

Abstract

The increasing integration of online Educational Technology (EdTech) into school education has transformed teaching and learning practices worldwide. Although EdTech is widely used in Bangladesh, empirical evidence regarding its relationship with middle school students' academic performance remains limited. This study examined the relationship between perceived EdTech effectiveness and the current academic performance of middle school students in Bangladesh. Specifically, the study investigated students' patterns of EdTech usage, examined the association between perceived EdTech effectiveness and current academic performance, assessed whether perceived EdTech effectiveness significantly predicted academic performance, and developed evidence-based recommendations for improving technology integration in middle school education. A quantitative cross-sectional research design was employed. Data were collected from 164 students in Grades 5–8 using a structured online questionnaire administered through Google Forms. Descriptive statistics were used to summarise participants' demographic characteristics, technology usage, study habits, academic performance, and challenges associated with online learning. The internal consistency of the EdTech Effectiveness Scale was assessed using Cronbach's alpha, while Pearson's product moment correlation and simple linear regression were conducted to examine the relationship between the study variables.

9 The findings indicated that students reported generally positive perceptions of online EdTech effectiveness. The EdTech Effectiveness Scale demonstrated excellent internal consistency (Cronbach's α = .956). Pearson correlation analysis revealed a statistically significant positive relationship between perceived EdTech effectiveness and current academic performance. Furthermore, simple linear regression analysis showed that perceived EdTech effectiveness significantly predicted students' current academic performance, explaining a substantial proportion of the variance in the dependent variable. The study concludes that students who perceive online EdTech as more effective are more likely to report better current academic performance. The findings contribute empirical evidence to the growing literature on EdTech in Bangladesh and provide practical implications for educators, school leaders, policymakers, parents, and EdTech providers seeking to promote more effective technology supported learning among middle school students.