Abstract:
This study determined the technology-based instruction (TBI) and positive learning atmosphere
(PLA) as perceived by 213 Grade 4 learners in Masinloc District, Schools Division of Zambales
during the School Year 2023-2024. Employing quantitative methods and a validated questionnaire,
the research revealed that most learners were 10-year-old females with limited family income.
They spent significant daily time with technology and achieved satisfactory to very satisfactory
grades for the first and second quarter. Notably, learners demonstrated proficiency in digital
literacy, multimedia tool integration, online engagement, and real-world application. A PLA was
found to significantly contribute to conducive learning, particularly in fostering positive peer
interactions, strong teacher-learner rapport, active participation, and enthusiasm for learning.
Interestingly, age, income, and academic performance affected perceptions of TBI across all
dimensions such as digital literacy, multimedia, online engagement, real-world application. There
was a positive, very high and significant correlation was identified between TBI across all
dimensions such as proficiency in digital literacy, integration of multimedia tools, engagement in
online activities, and incorporation of real-world applications and the PLA of the respondents such
as positive peer instruction, teacher-learner rapport, willingness to participate in class activities,
and enthusiasm and curiosity in learning. This highlights the need for tailored instructional
strategies to ensure equitable learning experiences for all. The study's program recommends
personalized approaches based on individual learner characteristics. This aims to leverage
technology effectively while fostering a PLA that reinforces the link between digital skills,
multimedia use, online participation, real-world application, and an overall positive learning
experience.
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