Digital Learning and Its Impact on Reflective Thinking and Achievement in Hindi Language among Secondary School Students

Abstract

Aims: To examine the effectiveness of an integrated digital learning and reflective-thinking intervention on Hindi language achievement and reflective thinking among school students. Study Design: Quasi-experimental pre-test–post-test control group design. Place and Duration of Study: The study was conducted among secondary school students during the intervention period in the academic year 2025–2026. Methodology: Students were assigned to control and experimental groups. Pre-test and post-test measures of Hindi language achievement and reflective thinking were administered to evaluate changes following the intervention. Results: The control group demonstrated a significant improvement in Hindi achievement from pre-test to post-test, t(34) = −7.062, p < .001, whereas the experimental group showed no significant improvement, t(34) = 0.962, p = .343. ANCOVA further revealed a significant difference in post-test Hindi achievement between groups after controlling for pre-test scores, F(1, 67) = 12.117, p = .001, partial η² = .153, favouring the control group. Reflective thinking significantly improved within the control group, t(34) = −2.401, p = .022, but not within the experimental group, t(34) = −0.789, p = .436. The adjusted between-group difference in reflective thinking was not significant, F(1, 67) = 0.411, p = .523, partial η² = .006. Conclusion: The intervention did not demonstrate a significant advantage in Hindi achievement or reflective thinking compared with the control condition. The findings highlight the importance of structured and sustained reflective pedagogy in digital learning environments.