THE IMPACT OF INFORMATION TECHNOLOGY ON MIDDLE SCHOOL STUDENT ENGAGEMENT

Abstract

The purpose of this research is to look into how middle school students' engagement is affected by information technology. The study will investigate how students' motivation, participation, and engagement levels are impacted by the use of technology in the classroom. This article will investigate the relationship between information technology and student involvement in middle school settings by doing a thorough literature review. Information technology has a variety of effects on middle school pupils' engagement. Research has demonstrated that integrating technology, especially in STEM education, can boost students' enthusiasm and interest in these subjects (Mohr-Schroeder et al., 2014). Furthermore, Yang et al.'s research from 2021 emphasizes the importance of supportive connections in raising student engagement by highlighting the favorable correlation between teacher support, emotional engagement, and academic success. Liu et al. (2023) discovered a favorable association among computer selfefficacy, learning engagement, and teacher support, highlighting the significance of teacher participation in promoting student engagement with technology in learning environments. All of these studies point to the possibility that using information technology to improve academic achievements and student engagement in middle school can be accomplished in concert with teacher support. Furthermore, Theoretical frameworks and innovations in school reform have an impact on students' participation in learning activities (Marks, 2000). Through the interaction of technological acceptability and learning motivation, teacher support has a strong correlation with students' engagement in their studies (Fu-hai et al., 2022). Students are much more interested and successful when technology is included into science classes in middle schools (Alghamdi, 2020). By using interactive technology to provide an inviting classroom and increase student engagement, teachers are crucial (Ibarra & Lu, 2021).