Digital learning has become central to school mathematics, particularly after the rapid expansion of online and blended instruction since 2020. This study examines how secondary school students’ use of digital tools relates to their students’ digital engagement and self-reported mathematics achievement in North Bengaluru. Primary data were collected from 150 students using a structured questionnaire capturing frequency of digital use, perceived usefulness of digital platforms, and mathematics performance indicators. Descriptive statistics were used to profile digital learning patterns, while correlation and regression analyses explored relationships between digital engagement and mathematics outcomes. The findings indicate that regular, purposeful use of digital resources is positively associated with higher mathematics achievement and more favourable attitudes, although mere access or occasional use shows limited benefits. The study highlights the need for intentional integration of digital tools in classroom practice and targeted support for learners with low access or digital self efficacy.
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