THE EFFECT OF TECHNOLOGY-INTEGRATED LEARNING ON STUDENTS’ CRITICAL THINKING SKILLS: A QUASI-EXPERIMENTAL APPROACH

Abstract

This quasi-experimental study looks at how students' critical thinking skills are developed as a result of technology-integrated learning. The quick uptake of digital tools in the classroom has changed traditional teaching methods and generated discussion about how they affect higher-order thinking abilities. This quantitative study examines the effects of technology-integrated learning on students' critical thinking skills using a quasi-experimental design. Students in secondary school were split into two groups: a control group that was taught using conventional techniques, and an experimental group that received instruction aided by interactive digital resources. Before and after the intervention, a validated critical thinking assessment tool was used to generate assessment scores, which are numerical data. The two groups' pre- and post-test results were compared using statistical analysis. Comparing the experimental group's critical thinking scores to those of the control group, the results showed a significant improvement. This suggests that technology-enhanced tactics, like interactive tests, group online activities, and multimedia content, had a beneficial impact on reflective judgment, analytical reasoning, and problem-solving. The findings demonstrate the usefulness of technology in fostering essential 21st-century competencies and offer educators helpful advice on how to design dynamic, thought-provoking classrooms