Effects of Information and Communication Technology Integration on Students’ Interest in Learning in Anambra State

This study investigates the effects of information and communication technology integration on students' interest in learning in junior secondary schools in Anambra State, South East Nigeria. With the accelerated global shift toward digital education, understanding the conditions under which technology enhances rather than distracts from learning is a pressing educational challenge. The study adopts a quasi-experimental design, selecting 220 Junior Secondary School Two students from schools in Awka South and Onitsha North local government areas that have received ICT equipment through federal and state government initiatives. Students in the treatment group received ICT-integrated lessons in Basic Technology over seven weeks, while the control group received conventional instruction. A validated students' interest in learning scale and observation logs served as data instruments. Ausubel's Meaningful Learning Theory and the Technology Acceptance Model guide the conceptual framework. Findings are expected to show that ICT-integrated instruction significantly increases student interest and active participation compared to conventional teaching. The study also examines the role of teacher ICT competence in mediating the technology-interest relationship. Recommendations address the Anambra State Ministry of Education, school administrators, and teacher training institutions on improving digital infrastructure, teacher training, and sustainable ICT integration policies. The study adds to the emerging evidence base on educational technology effectiveness in South East Nigeria and provides practical guidance for teacher education curricula on technology-enhanced pedagogy. Keywords: ICT integration, students' interest, junior secondary school, Anambra State, educational technology