An Empirical Investigation into Secondary Students' Attitudes Toward ICT in Education in Alipurduar, West Bengal

Abstract

Information and Communication Technology (ICT) has emerged as a transformative force in contemporary education, reshaping pedagogy and learning outcomes globally. This study empirically investigates the attitudes of secondary school students toward ICT in education in Alipurduar district, West Bengal, India a geographically and socioeconomically marginalized northern border district with a predominantly tribal and tea-garden community demography. The study adopted a descriptive survey design involving 240 students (Classes IX–X) selected through stratified random sampling from six secondary schools across government and private management categories. A validated 30-item five-point Likert-type attitude scale measuring cognitive, affective, and behavioural dimensions was administered during the 2020–21 academic session. The study hypothesized that gender and school management type do not significantly influence students' ICT attitudes. Results revealed that 76.67% of respondents held a favourable attitude toward ICT. A statistically significant difference was found between government and private school students (t=3.84, p<0.05), while gender differences were non-significant (t=1.42, p>0.05). Barriers including infrastructural deficiency and limited internet access were prominently self-reported. The study concludes that equitable ICT policy and targeted investment are critical for educationally underserved districts.