This study aims to investigate the impact of technology-based education (TBE) on the academic motivation (AM), academic perseverance (AP), and academic self-efficacy (ASE) of high school sophomore males. Technology has an important place in education in the modern digital age since it opens up new avenues for instruction and learning. Research is still being conducted to determine the precise impacts of TBE on different facets of students' academic performance and attitudes. The study employed a quasi-experimental research design and utilized the cluster sampling method to select participants. Data collection for the study was conducted in the year 2023 and involved the administration of three distinct questionnaires: Harter's AM questionnaire, Benishek et al.'s AP questionnaire, and Lent et al.'s ASE questionnaire. A thorough grasp of how TBE affects male students' AM, AP, and ASE is one of the research's predicted objectives. Examining how technology affects these factors might provide insightful information for educational practices and interventions targeted at improving student performance and engagement. The study's findings revealed that TBE significantly influences both AE and AP while having a distinct impact on ASE. The outcomes of this study may have implications for curriculum designers, instructors, and educational officials by offering evidence-based suggestions for successfully integrating technology into the classroom. Furthermore, the findings might fill a gap unique to male students in the second year of high school by adding to the body of knowledge already available on TBE and its effects on student outcomes.