Rural Ugandan girls face significant barriers to secondary school persistence due to socio-economic factors such as poverty and cultural norms. A mixed-methods approach combining quantitative survey data (N=350) and qualitative interviews (n=20) to assess changes in student engagement and academic outcomes post-intervention. The intervention showed an increase of 15% in students' digital literacy scores from pre- to post-test, with a confidence interval of [8%, 23%], indicating statistically significant improvement. Educational technology interventions can be effective in improving digital literacy among rural Ugandan girls, contributing to higher school retention rates. Further research should explore the long-term impact and scalability of these educational technologies across different socio-economic contexts. Education Technology, Dropout Rates, Rural Girls, Digital Literacy, Secondary School Persistence