The Impact of Digital Technology Integration on Academic Performance of Undergraduate Students: A Quantitative Analysis

Abstract

This study investigated the impact of digital technology integration on the academic performance of undergraduate students enrolled in higher education institutions. Employing a quantitative, quasi-experimental research design, data were collected from a sample of 384 undergraduate students across four universities in South India using a structured questionnaire and institutional academic records. The Technology Integration Assessment Scale (TIAS) was developed and validated for this study (α = .91). Multiple regression analysis, independent samples t-test, and one-way ANOVA were employed to analyze the data. Results indicated that digital technology integration significantly predicted academic performance (β = .47, p < .001), accounting for 34.2% of the variance in GPA scores. Students who reported high levels of technology integration (M = 3.82, SD = 0.64) demonstrated significantly higher GPA scores than those with low integration (M = 2.91, SD = 0.73), t(382) = 6.84, p < .001, d = 0.92. Interactive learning platforms and Learning Management Systems emerged as the strongest predictors of academic success. These findings have significant implications for educational policy, curriculum design, and institutional investment in digital infrastructure.