The Impact of Educational Technologies on Academic Performance in Sixth-Grade Adolescents in District 5 of Tehran

Abstract

Purpose: This study aimed to investigate the effect of educational technologies on the academic performance of sixth-grade adolescents in Tehran's 5th district.   Methodology: The study employed a quasi-experimental pre-test-post-test design with a control group. A total of 30 students were selected through cluster random sampling and randomly assigned to an experimental group (15) and a control group (15). Data were collected using the Dortaj Academic Performance Questionnaire (48 items), administered as both pre-test and post-test. The experimental group received two weeks of project-based education incorporating educational technologies, while the control group received no intervention.   Findings: Results from multivariate analysis of covariance (MANCOVA) showed that educational technologies had a significant positive effect on all dimensions of academic performance (p<0.01). Academic performance overall (89%), self-efficacy (85%), emotional influences (81%), planning (89%), and motivation (85%) significantly increased, while lack of outcome control significantly decreased with an effect size of 68%.   Conclusion: Educational technologies significantly enhanced sixth-grade adolescents’ academic performance, self-efficacy, emotional influences, planning, and motivation, and reduced the feeling of lack of outcome control, highlighting the positive impact of technology-based education on academic advancement.