Abstract:
The use of educational technology (EdTech) in instruction has been recognized for its potential to
enhance learning. However, its impact on elementary learners' engagement and academic
performance requires further study. This study aimed to determine the engagement in using
EdTech instruction and the academic performance in English of Grade 6 learners in Masinloc
Central Elementary School, Masinloc District, Schools Division of Zambales, during the School
Year 2024-2025. A quantitative-descriptive research design was used, involving 142 Grade 6
learners through total population sampling. A validated researcher-designed questionnaire
measured engagement in EdTech instruction (? = .99) and academic performance in English (? =
.90). Findings showed that most learners were 11 years old, predominantly female, had two
siblings, belonged to families with a monthly income of P20,000 to P39,999, spent 2.0 to 2.9 hours
daily using technology, and studied English for less than 1.0 hour per day. Learners frequently
engaged in multimedia integration, interactive presentations, online activities, and flipped
classrooms. Their academic performance in English was very satisfactory. No significant
differences were found in engagement based on age, sex, income, and time spent using technology,
but significant differences were observed based on the number of siblings and study time. A strong
positive correlation was found between engagement in EdTech instruction and academic
performance. An enhanced EdTech instructional program was developed to improve engagement
and learning outcomes. This study provides empirical evidence on EdTech’s role in academic
performance, guiding the development of technology-based instructional programs in elementary
education. |
