ROLE OF LOW-TECH TEACHING STRATEGIES IN ENHANCING STUDENTS’ CLASSROOM ENGAGEMENT: A STUDY OF PUBLIC SECONDARY SCHOOLS

Abstract

Low-tech teaching methods are counted as a fundamental component of teaching in resource-poor environments as a key element of the digital divide. This research investigates the impact of the various non-digital instructional materials, such as physical charts, chalkboards, and interactive storytelling and role playing, on student engagement in public secondary schools in Hala. While many classrooms in this region are trying to adopt the latest technologies, others are still teaching in the old-fashioned style because of limitations in infrastructure, so it is important to recognize how these "low-tech" methods can be used to enhance the participation and learning of students. The study is descriptive-correlational research, which is used to assess the relationship between traditional active-learning methods and three dimensions of engagement (behavioral, emotional, and cognitive). A representative sample of teachers and students was asked to complete questionnaires to obtain data. This analysis centres on the links between the content of the curriculum and the interests of the students made by the tactile and interpersonal quality of low-technology tools. Results showed that low-tech instructional strategies like group discussion, storytelling, role play, peer learning, and physical supports to the learning environment led to significant increases in students' behavioral, emotional, and cognitive involvement. The use of low-tech teaching strategies had a strong positive correlation with student engagement. Moreover, the students in classrooms that used low-tech interactive approaches showed significantly higher levels of engagement than the students in traditional classrooms that were taught in a lecture manner. The study concludes that there is no need to spend a lot of money on technology to enhance student engagement, but rather the creative and systematic use of available resources. It suggests that equipping the educational authorities with innovative and low-tech teaching methods is a pressing need for facilitating access to quality, equitable education for all learners in the area