Assessment of the Impact of Edu-Tech Start-Ups on Learning Outcomes in Urban Secondary Schools in Port Harcourt, Rivers State

This study assesses the impact of educational technology start-ups' products and services on learning outcomes in urban secondary schools in Port Harcourt, Rivers State, South South Nigeria. The Nigerian ed-tech start-up ecosystem has grown rapidly, with several companies delivering digital tutoring, examination preparation, and content delivery solutions to school markets. Systematic evidence of their real-world impact on secondary school learning outcomes remains limited. A mixed-methods design was employed, involving a survey of 200 Senior Secondary School Two students using ed-tech products from three identified start-ups, alongside in-depth interviews with 10 school ICT coordinators. Academic achievement data from end-of-term examinations were obtained from school records. Regression analysis tested the relationship between ed-tech product usage intensity and academic achievement, controlling for prior performance and school type. Results indicate a significant positive association between high-frequency ed-tech use, particularly examination preparation platforms, and academic achievement in mathematics and English. However, start-up products show limited coverage of less commercially prioritised subjects such as agricultural science and technical drawing. The study recommends that ed-tech companies expand curricular coverage, partner with Rivers State schools for evidence-based product refinement, and transparently publish impact evaluation data. Keywords: ed-tech start-ups, learning outcomes, urban secondary schools, Port Harcourt, digital tutoring