Abstract
The study compared traditional and technology-based teaching approaches in relation to students' learning engagement in secondary schools in Sokoto Metropolis. Descriptive survey research design was adopted. The population comprised 526 senior secondary school students under the Sokoto State Ministry of Science and Technology, from which 96 students in one purposively selected secondary school participated through census sampling. Data were collected using the Teaching Approaches and Students' Learning Engagement Questionnaire (TASLEQ), a researcherdeveloped instrument with an overall Cronbach's Alpha reliability coefficient of 0.79. Descriptive statistics (mean and standard deviation) were used to answer the research questions, while an independent samples t-test was employed to test the hypothesis at the 0.05 level of significance. The findings revealed that students taught using the traditional teaching approach demonstrated a moderate level of learning engagement (M = 2.69, SD = 1.01), whereas those taught using the technology-based teaching approach exhibited a high level of learning engagement (M = 3.57, SD = 0.89). The hypothesis test further revealed a statistically significant difference between the two instructional approaches, t(94) = 4.87, p < .001, in favour of the technology-based teaching approach. The study concludes that technology-based teaching enhances students' participation, motivation, retention, and overall learning engagement more effectively than the traditional teaching approach. It therefore recommended greater integration of information and communication technology into classroom instruction through improved infrastructure, teacher capacity development, and curriculum implementation.