Longitudinal Effects of Technology-Enhanced Instruction on STEM Achievement and Career Aspirations of Female Students in North East Nigeria

This study investigates the longitudinal effects of technology-enhanced instruction on STEM academic achievement and career aspirations among female secondary school students in North East Nigeria, with data collected across three academic sessions. Female participation in STEM education in the North East zone faces structural, cultural, and security-related barriers, and technology-enhanced instruction has been proposed as an intervention to create more accessible and engaging STEM learning pathways. A longitudinal quasi-experimental design was employed in eight senior secondary schools across Adamawa, Gombe, and Taraba States. Female students in the experimental schools received systematic technology-enhanced STEM instruction including virtual laboratories, digital mentorship connections with female STEM professionals, and adaptive practice platforms over three years. Control school students received conventional instruction. STEM achievement was measured annually using standardised assessments, and career aspiration data were collected through validated scale surveys. Growth curve modelling was applied to longitudinal data. Results indicate significant achievement growth trajectories for experimental group students in biology and mathematics but more modest effects in physics. Career aspiration indices show sustained increases in the experimental group, particularly for biomedical and agricultural technology careers. The study provides rare longitudinal evidence of technology's role in narrowing STEM gender gaps in a conflict-affected North East context and recommends sustained government investment in female STEM technology access programmes. Keywords: technology-enhanced instruction, STEM achievement, female students, North East Nigeria, longitudinal study