PATTERNS AND PREDICTORS OF DIGITAL MICROLEARNING TOOL USE IN BIOLOGY: A QUANTITATIVE STUDY OF HIGHER SECONDARY STUDENTS

The rapid expansion of digital microlearning tools such as short instructional videos, quizzes, animations, and flashcardshas transformed science learning at the higher secondary level. Despite the increasing availability of these tools, little empirical evidence exists on how frequently biology students use them and what factors predict their adoption.This quantitative study investigates the patterns and predictors of digital microlearning tool use among 120 higher secondary school students across government and private schools. Using a validated Likert-scale questionnaire, data were collected on frequency of use, perceived usefulness, digital self-efficacy, learning motivation, and availability of digital resources. Descriptive statistics, correlation analysis, and multiple regression were used for data analysis. Results indicate moderatetohigh use of microlearning tools, with videos and interactive quizzes being the most preferred formats. Perceived usefulness, digital self-efficacy, and availability of digital resources emerged as significant predictors of usage. Gender and school type showed no significant differences. The study highlights the importance of building digital competencies, integrating structured microlearning in biology pedagogy, and enhancing device accessibility.