The aim of this study is to analyze the relationship between the use of digital content and academic achievement of female students in the second year of secondary school in Ardabil. This study is an applied and descriptive correlational study and its statistical population includes 1631 students. Sampling was carried out using a multi-stage cluster method and 183 people were selected as a sample. Data were collected through researcher-made questionnaires to measure the amount and quality of digital content use and also the Dartaj Standard Educational Achievement Questionnaire (2004). Data analysis was performed using Pearson correlation and analysis of variance in SPSS software. The findings showed that there is a positive and significant relationship between both dimensions of the amount and quality of digital content use and overall academic achievement, although the intensity of this relationship is weak. Examining different dimensions of academic achievement showed that the amount of digital content use has a positive and strong relationship with the dimensions of "planning" and "lack of outcome control". Also, the quality of use shows a significant relationship with the dimensions of "planning", "emotional effects" and "lack of outcome control". The results also indicate that students who are at a high level in both the amount and quality of use dimensions experience greater academic achievement. In general, the conclusion of this study shows that the relationship between digital content and academic achievement is complex and multidimensional, and to achieve real effects, in addition to increasing the amount of use, it is also necessary to pay attention to the quality and correct strategies for using this content.