ABSTRACT
Digital transformation is reshaping science instruction, where visualization and interactivity are vital for learning. This study evaluated digital adoption strategies among Key Stage 2 science teachers in the Schools Division Offices of Legazpi, Ligao, and Tabaco in Albay Province. Anchored in the Digital Pedagogical Transformation Theory (DPTT) and guided by the Context-Input-Process-Product (CIPP) evaluation model, it examined tool utilization, integration strategies, and their impact on instructional quality and student learning. Employing a descriptive-correlational design, the study surveyed science teachers to analyze the relationship between the availability of digital tools and their pedagogical application. Findings reveal that adoption has reached a significant level, with teachers frequently using accessible tools such as presentation software and video platforms to improve lesson clarity and student motivation. While teachers perceive positive impacts on student attitudes, statistical analyses show no significant correlation between tool use and advanced integration strategies, indicating that current practices emphasize efficiency and delivery rather than transformative knowledge construction. The study concludes by recommending the implementation of a Continuous Improvement Plan (CIP), “Project DPTT-Scie,” designed to bridge gaps between digital access and pedagogical efficacy through targeted professional development, equitable infrastructure support, and instructional innovation to advance meaningful digital integration in science education.
Keywords: Digital Adoption, Key Stage 2 Science, CIPP Evaluation Model, DPTT, Continuous Improvement Plan
INTRODUCTION
Background of the Study
Education worldwide has undergone a profound reshaping, with digital technology shifting from a supplementary tool to an essential component of classroom instruction. Global frameworks explicitly acknowledge this paradigm shift; both the UN’s Sustainable Development Goals and UNESCO policy frameworks have polished digital readiness, from student competencies to school infrastructure, as indispensable requirements for preparing learners for modern employment and civic life (UN DESA, 2024; UNESCO, 2023). However, translating these aspirations into classroom realities remains deeply uneven, as nearly half of the world's schools still lack basic computer or internet access. Research makes clear that simply equipping classrooms with devices is insufficient; what matters most is educators’ capacity to weave technology meaningfully into subject-specific instruction, which is an integration that goes beyond using gadgets as novelty items (Mishra & Koehler, 2006; Scherer et al., 2021). Globally, the persistence of infrastructural deficits, insufficient training, and the stark gap between aspirational policies and actual classroom implementation continue to hinder meaningful educational advancement (Boelens et al., 2023; Crompton et al., 2021).
In the Philippines, the push for digital literacy is embedded in major educational reforms, such as the MATATAG curriculum, yet severe infrastructural and economic barriers persist. Data from Philippine education surveys paint a stark picture: a large majority of families, with over 80% remain without home internet access, while elementary schools report device scarcity so severe that a single computer may serve up to 19 students (Barrot et al., 2021; Baticulon et al., 2021). Philippine performance data reveal a persistent educational crisis: approximately nine in ten children fail to read with comprehension by age 10, and national results in international science assessments such as TIMSS and PISA continue to fall well below global averages (Albert et al., 2023; Mullis et al., 2023; OECD, 2022; Toquero, 2021; World Bank, 2023). These national challenges are acutely felt in the Bicol Region, specifically within Albay Province. While local education officials actively pursue quality management, schools in Albay struggle with significant infrastructure constraints, as educators report a lack of teaching materials, unreliable internet connectivity, and insufficient administrative support for digital initiatives (Rasmitadila et al., 2021; Turnbull et al., 2021).
While the national and global literature extensively covers the barriers to digital education, there remains a critical gap in empirical evidence on how these challenges specifically affect Key Stage 2 (Grades 4 to 6) science instruction in resource-limited settings like Albay. At this cognitive stage, students transition from concrete to abstract reasoning—a phase where the MATATAG curriculum’s focus on inquiry-based learning can be significantly enhanced by targeted digital technologies (Chou & Feng, 2021; Fidan & Tuncel, 2022; Piaget, 1972). Yet, the specific digital adoption strategies currently employed by these local educators are inadequately documented.
This study differentiates itself from broader national surveys by establishing direct, empirical links between context-specific classroom practices and quantifiable student learning outcomes. By documenting localized strategies, pedagogical methods, and contextual barriers, this research aims to close the implementation gap between high-level policy and grassroots reality, ultimately providing equity-focused, evidence-based frameworks to guide policymakers, school leaders, and teachers in elevating science learning within constrained environments.
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