Technology Integration and Student Engagement in Secondary Education: A Mixed-Methods Study

Despite substantial investments in classroom technology, evidence regarding its impact on student engagement and academic achievement remains inconsistent. This study examined the relationship between technology integration and student engagement, and the moderating role of teachers' technological pedagogical content knowledge (TPACK), in secondary classrooms. Using a mixed-methods sequential explanatory design, quantitative data were collected from 320 students and 40 teachers across six public secondary schools, while qualitative data were obtained through semi-structured interviews with 12 teachers. Pearson correlation and multiple regression analyses revealed a statistically significant positive relationship between technology integration and overall student engagement (r = .62, p < .01), with technology integration explaining 28% of the variance in academic achievement (R² = .28, p < .01). Thematic analysis of interview data identified three explanatory themes, namely pedagogical transformation, equity of access, and teacher professional confidence. The findings suggest that technology enhances learning when it is integrated through a TPACK-aligned pedagogy, supported by sustained professional development and equitable infrastructure. Implications for classroom practice, school leadership, and educational policy are discussed.