ABSTRACT
This study determines the significant relationship between the extent of technology integration in the classroom, teacher performance, and learners’ academic performance in Lao Integrated School, Ormoc District 3, Ormoc City Division. The study employed a descriptive-correlational research design to describe and analyze how technology integration impacts teaching effectiveness and student achievement. The study involved one (1) school head, fourteen (14) teachers, and one hundred (100) learners. The instrument used was adapted from the study of Obispo (2023), “Educators’ Perception of Technology Integration in the Classroom: Basis for the Development of Action Plan,” which measured technology integration in terms of teaching strategies, experience with computer technology, confidence level in integrating technology, contribution to student learning, and value of technology integration. Teachers’ performance was evaluated using the Classroom Observation Tool (COT), while learners’ academic performance was assessed using their first-quarter grades. The findings revealed that the extent of technology integration in the classroom was highly observed across all domains, with an overall weighted mean of 4.83. Teachers demonstrated an outstanding level of performance (overall mean = 5.68), while learners’ academic performance was generally satisfactory to very satisfactory. Furthermore, statistical analysis showed a very strong positive and significant correlation (r = 0.89, p = 0.001) between technology integration and teacher performance, and a strong positive and significant correlation (r = 0.76, p = 0.012) between teacher performance and learners’ academic performance. These results suggest that effective technology integration enhances instructional quality, which in turn promotes higher academic achievement among learners. Therefore, the study concludes that technology integration serves as a vital instrument in improving teacher performance and elevating student learning outcomes, emphasizing the importance of continuous professional development, strong leadership support, and adequate technological resources in schools.
Keywords: Extent, Technology Integration, Classroom, teaching Performance, Academic Performance, Learners
INTRODUCTION
In today's educational landscape, where rapid advancement in technology is reshaping teaching methodologies, the role of instructional leadership in integrating technological tools is pivotal (Qasimov, 2023). The use of technology-aided education as a pedagogical method is not a modern phenomenon, and investigations into its utility have been studied for almost half a century (Hamilton et al., 2020). This proves that technology, as emphasized by Torrato, Predente & Aguja (2020), plays a crucial role in accessing the higher-order competencies referred to as transversal competencies, namely, critical and innovative thinking, interpersonal and interpersonal and intrapersonal skills, global citizenship, media, and information technology. These competencies are necessary to thrive and be productive in today’s world. The use of technology-based teaching and learning tools and facilities further enables teachers to bridge the gap and strengthen the shortcomings of conventional teaching techniques (Hero, 2019) as it provides support in achieving educational goals. The use of educational technology is stated to depend on what instructors do with it and how it meets the needs of their pupils.
Classroom management, that includes strategies applied by teachers to establish a productive and organized environment, is essential for student learning (Marzano & Marzano, 2003). Effective classroom management in this age of technology now depends largely on the meaningful integration of classroom technology tools for enhancing student participation, monitoring of behavior, and smooth instructional delivery. The adoption and effective application of technology to classroom management, however, is highly dependent on the instructional leadership of school heads.
On the other hand, instructional leadership has long been recognized as a central component in improving educational quality by fostering teacher development, guiding instructional practices, and establishing a vision for student learning (Kilag & Sasan, 2023). In the context of the 21st-century classroom, where technology is an essential tool for learning, the role of instructional leadership in supporting the integration of technology is becoming increasingly significant. The integration of digital tools and resources has been identified as a key factor in enhancing teacher effectiveness and student learning outcomes (DeMatthews, 2014). Effective instructional leadership involves not only directing and supporting teachers in their professional development but also creating an environment where technology can be seamlessly incorporated into the teaching and learning process. Research has shown that leadership practices that encourage and guide technology use can significantly improve teaching strategies, increase student engagement, and ultimately enhance academic performance (Cavanaugh et al., 2017).
Technology integration in education emerged as a global imperative, driven by the need to prepare students for an increasingly digital world. Around the world, nations invested significantly in educational technologies to enhance learning outcomes and equip students with essential skills for the 21st century (UNESCO, 2020). This study focused on the outcomes of technology integration specifically on student engagement within selected public high schools in Cavite, aiming to illuminate both local realities and broader national implications.
The Philippines had prioritized educational reforms aimed at harnessing technology to bridge educational gaps and elevate learning outcomes (DepEd, 2023). In response to the challenges posed by the digital divide, the Department of Education (DepEd) had launched initiatives to equip schools with technological infrastructure and provide training to educators in effective technology integration strategies (DepEd, 2023). This strategic approach reflected the government's commitment to ensuring equitable access to quality education and preparing Filipino students for a future driven by technological innovation.
Moreover, DepEd Order No. 42, s. 2017 (National Adoption and Implementation of the Philippine Professional Standards for Teachers) highlights the role of school leaders in enabling teacher growth in technology use for instruction and management. Strand 5.4 of the PPST encourages the use of digital tools in managing learning, suggesting a strong linkage between leadership practices and technological proficiency in classroom environments. Hence, it is in this premise that the researcher decided to conduct this study to determine the extent of instructional leadership of school heads and teachers' use of technology for classroom management. A proposed instructional supervision plan will be formulated based on the findings of the study.
This study determines the significant relationship between the extent of technology integration in the classroom, teaching performance and academic performance of learners in Lao Integrated School, Ormoc District 3, Ormoc City Division. The findings of the study were the basis for the proposed instructional supervision plan.
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