THE ROLE OF EDTECH STARTUPS IN TRANSFORMING TRADITIONAL CLASSROOMS IN PUBLIC SECONDARY SCHOOLS IN SOUTHWESTERN NIGERIA
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Abstract
Background and Purpose: With global attention on digital innovation in education, educational technology startups offer potential for transforming teaching and learning. This study investigates how these local companies impact traditional public secondary schools in southwestern Nigeria, focusing on curriculum delivery, student engagement, and teacher effectiveness.
Methods: Using a descriptive survey design, the research engaged 240 students and 30 teachers from 12 public secondary schools across six states, alongside six representatives from educational technology startups. A structured questionnaire and interview guide, validated by experts in educational technology, demonstrated a reliability coefficient of r = 0.84 as measured by Cronbach's Alpha.
Results: The findings show that educational technology interventions, including digital content platforms and interactive learning applications, have positively influenced student motivation, classroom interaction, and access to digital resources. However, significant challenges remain, such as infrastructure limitations, inconsistent internet connectivity, and varying levels of teacher digital literacy.
Conclusion: The study concludes that meaningful collaboration among governments, schools, and educational technology innovators is essential for scaling sustainable digital integration in Nigeria's public education system, ensuring that technological advancements effectively support teaching and learning.