Theses and Dissertations

ORCID

0009-0003-1105-2324

Issuing Body

Mississippi State University

Advisor

Okojie, Mabel

Committee Member

Francom, Gregory

Committee Member

Patole, Swapnil

Committee Member

AlZoubi, Dana

Committee Member

Durrington, Vance

Date of Degree

8-12-2026

Original embargo terms

Immediate Worldwide Access

Document Type

Dissertation - Open Access

Major

Instructional Systems and Workforce Development

Degree Name

Doctor of Philosophy (Ph.D.)

College

College of Education

Department

Department of Technology, Leadership, and Design

Abstract

This study examined how the integration of digital tools in a constructivist framework improved student learning outcomes and learning engagement in the 12th-grade economics class. The quasi-experimental design was used. Sixty participants took part in the study. Five research questions guided the study. Data collection involved administering a pretest, a posttest, and a survey questionnaire. However, the survey questionnaire was administered only to the quasi-experimental group. Data analysis included calculating percentages, means, standard deviations, t-tests, correlations, and ANOVA. The findings showed that the quasi-experimental group outperformed the control group. The results revealed that 63% of the students in the quasi-experimental group received a passing grade on the High School Equivalency Test (HiSET) compared with the control group, with only one (3.3%) student receiving a passing grade on the HiSET. The results of the study equally showed that there was a relationship between engagement hours with digital tools and posttest scores. Students who spent more hours using digital tools earned higher posttest scores than those who spent fewer hours. The study was carried out to help students prepare for the HiSET exam and was used to collect data for the current study. The results indicated that the experimental group was better prepared than the control. Also, survey data were consistent with posttest scores, indicating that students perceived that a constructivist approach using digital tools enhanced their understanding and application of economic knowledge. The survey findings indicated that students perceived that digital tools grounded in constructivism promoted their learning engagement, collaboration with peers, and improved their social interaction.

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