The study investigated the effect of technology integration on secondary school students‟ learning outcomes in civic education in Zaria educational zone of Kaduna state, Nigeria. The study aimed at determining the effects of integrating non-digital technology of chalkboard, Linear PowerPoint and Interactive PowerPoint in civic education on students‟ academic performance and attitude toward civic education as a school subject. Two research questions were raised and two corresponding hypotheses were formulated and tested at 0.05 level of significance. The study used quasi-experimental design of pretest-posttest non-equivalent nonrandomized comparison groups design. The population of the study was 56,415 students in 39 senior secondary schools in Zaria Education Zone. 204 SSII students participated in the study using purposive sampling technique. Two instruments were used for data collection: Civic Education Performance Test (CEPT) (adopted from WAEC and NECO from 2014-2017), Civic Education Students Attitudinal Scale (CESAS). CEPT and CESAS were validated. CESAS was pilot tested using Cronbach Alpha Approach and a reliability index of 0.85 was obtained. The data collected were analyzed using descriptive statistics of mean, standard deviation and percentage. Formulated hypothesis 1 was tested using ANCOVA while hypothesis 2 was tested using ANOVA. Findings revealed that there was a significant difference in the mean academic performance scores of SSII students taught civic education using Non-digital technology of Chalkboard, Linear PowerPoint and Interactive PowerPoint in favour of Interactive and Linear PowerPoint groups. The study also revealed a significant difference in the attitudes of students taught civic education using Non-digital technology of chalkboard, Linear PowerPoint and Interactive PowerPoint in favour of Interactive Power Point. The study, therefore, recommended among others that Interactive PowerPoint Instructional packages should be encouraged in schools for teaching civic education.