Assessment of Digital Technology-Enhanced Approach on Social Studies Learning among Secondary School high ability Learners in Makurdi Local Government Area, Benue State, Nigeria

Abstract

This mixed-methods study examined Assessment of digital technology-enhanced Approach on social studies learning among high-ability students in Makurdi Local Government Area, Benue State, Nigeria, with a specific focus on the role of teacher digital competence. The research addressed three primary objectives: identifying technological resources available for social studies teaching, determining how high-ability learners benefit from these resources, and proposing strategies for empowering teachers through digital technology. The study employed a convergent parallel design, collecting data from 580 purposively selected participants (110 social studies teachers, 20 administrators, and 450 high-ability students) across 54 secondary schools. Quantitative data from surveys were analyzed using descriptive and inferential statistics via SPSS, while qualitative data from interviews, focus groups, and classroom observations underwent thematic analysis. Findings revealed varying levels of digital competence among teachers, with significant gaps in infrastructure, internet connectivity, and institutional support. High-ability students demonstrated greater adaptability and engagement with digital tools, yet their potential remained underutilized due to inconsistent access and teacher preparedness. The study proposed a multi-level empowerment framework emphasizing professional development, resource provision, and pedagogical support. These findings contribute to discussions on digital equity and educational reform in Nigeria, offering practical recommendations for policymakers, school administrators, and teacher training institutions.