The Impact of Cutting-Edge Information Technology Integration on Student Academic Performance: A Causal-Comparative Study in Central Thailand's Educational Institutions
Abstract
Background: The rapid advancement of information technology has fundamentally transformed educational landscapes globally, yet empirical evidence regarding its impact on student academic performance in Southeast Asian contexts remains limited. This study addresses the critical gap in understanding how cutting-edge technologies affect learning outcomes in Thailand's central provinces.
Purpose: This research examines the causal relationship between cutting-edge information technology integration (artificial intelligence, virtual reality, augmented reality, gamification, and data analytics) and student academic performance across secondary educational institutions in Nakhon Pathom, Pathum Thani, and Ayutthaya provinces, Thailand.
Methods: A causal-comparative research design was employed with 285 secondary school students from 15 institutions across three central Thai provinces. Participants were categorized into high-technology integration (n=142) and low-technology integration (n=143) groups based on institutional technology adoption levels. Data were collected using validated instruments measuring technology integration levels and academic performance indicators. Statistical analyses included independent samples t-tests, ANOVA, and multiple regression analysis.
Results: Students in high-technology integration environments demonstrated significantly higher academic performance (M=78.45, SD=8.32) compared to low-technology integration groups (M=71.23, SD=9.87), t(283)=6.45, p<0.001, Cohen's d=0.76. Technology integration explained 34.2% of variance in academic performance (R²=0.342, F(5,279)=28.91, p<0.001). Virtual reality integration showed the strongest predictive power (β=0.412, p<0.001), followed by AI-driven personalized learning (β=0.298, p<0.01).
Conclusions: Cutting-edge information technology integration significantly enhances student academic performance in central Thailand's educational contexts. The findings provide empirical support for strategic technology adoption in developing countries' educational systems, with implications for policy development and resource allocation in Southeast Asian educational contexts.
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