Abstract:
The article examines the difficulty of students enrolled in a master's 2 in criminology to write an
Technology-based instruction plays a pivotal role in modern education by equipping teachers with
tools to enhance learning engagement among learners. This study aimed to determine the teachers’
technology-based instruction and the learning engagement of senior high school learners at Subic
National High School, Subic District, Schools Division of Zambales during the School Year 2024-
2025. Using a descriptive-correlational design, the study involved 131 Grade 12-ICT learners and
their teachers through total population sampling. Data were gathered using a validated researchermade questionnaire with reliability coefficients of ? = .956 for technology-based instruction and ?
= .937 for learning engagement. Results revealed that learner-respondents were predominantly 17
years old, male, with two siblings, a monthly family income of ?20,000 to ?39,999, guided by
college-educated learning facilitators, and spent 2.0 to 2.9 hours studying daily. Teachers’
technology-based instruction was moderately observed in terms of teaching competence,
resources, activities, and approaches, while learners were moderately engaged behaviorally,
emotionally, cognitively, and socially as perceived by their teachers. Significant differences were
observed in teachers’ technology-based instruction when analyzed against the learners’ profile
variables, including age, sex, number of siblings, monthly family income, learning facilitators’
education, and study hours. A weak negative and non-significant correlation was found between
teachers’ technology-based instruction and learners’ engagement. These findings led to the
development of an Education 5.0-inspired instructional program aimed at enhancing technologybased teaching practices and fostering greater learner engagement. This study contributes to the
research world by providing a model for aligning Education 5.0 principles with instructional
strategies to address the evolving needs of 21st-century learners. |
