Aug 2026· International Journal For Multidisciplinary Research· 0 citations· 20 references
TL;DR
It was revealed that technology integration has a moderate yet meaningful impact on proficiency, indicating that technology-supported strategies can increase understanding, performance, and skill acquisition if embedded with appropriate pedagogic approaches.
Abstract
This research investigated the level of technology integration by teachers and how this affected the engagement and proficiency of learners in all public schools in the Division of Antique during school year 2024-2025. In light of the ever-expanding use of digital tools in basic education, understanding how technology-supported pedagogical practices impact students' learning dynamics has become increasingly important. In the descriptive-correlational design, a total of 183 respondents consisting of both teachers and learners participated in the study. Data were gathered through a validated survey questionnaire covering the core variables of the level of teachers' technology integration and learners' engagement and academic proficiency.
Results showed that teachers demonstrated a high level of integrating technology, especially in terms of using multimedia resources, interactive platforms, and digital assessments. Correspondingly, learners reported a high engagement in activities related to collaborative online tasks, gamified learning, and interactive presentations. Furthermore, statistical analysis showed that there is a significant positive relationship between technology integration and the learners' engagement, proving that digitally enhanced instruction maintains attention, motivation, and participation. In addition, it was revealed that technology integration has a moderate yet meaningful impact on proficiency, indicating that technology-supported strategies can increase understanding, performance, and skill acquisition if embedded with appropriate pedagogic approaches.
The findings emphasize the need for ongoing digital training for teachers and investment in schools' ICT infrastructure to support sustained integration. Based on this analysis, the conclusion of the study is that effective and purposeful integration of technology significantly enriches learner engagement and contributes to improved academic proficiency, reinforcing the role of digital tools in contemporary basic education.
This research study examined how integration of technology influences students’ engagement with respect to their learning outcomes focusing on secondary schools. The growing engagement of digital tools in education has shifted classroom practice away from mainly teacher-led instruction towards more interactive and learner -centred approaches. Despite this de velopment, many secondary schools still experience difficulties in using technology effectively, especially where access, digital skills, infrastructure, and institutional support are limited. The study therefore investigated extent of technology use in te aching and learning and how it promotes students’ participation, classroom interaction and academic achievement. The study used descriptive survey research design, with population of secondary school students and teachers, therein 132 respondents selected by simple random sampling. Data were gathered with structured questionnaire titled “Technology Integration, Student Engagement and Learning Outcomes Questionnaire” (TISELOQ). Experts in educational technology and research methodology reviewed and validated the instrument. the Cronbach Alpha method was used to establish its reliability with a coefficient of 0.82. The research questions were answered with mean values and respective standard deviation, and t-test statistics were used for testing hypotheses at the 0.05 level of significance. The results showed the technology integration strengthens student engagement by improving participation, collaboration, and interaction during lessons. The study als o found that technology contributes positively to learning outcomes by supporting comprehension, information retention, and academic performance.
M. A. Popoola, F. A. Muftau, I. A. Miftaudeen· Australian Journal of Busine...· 0 citations
This study investigated the state of technology integration and its impact on pupil engagement in Mompeller Elementary School and Colawin Elementary School, Grade VI pupils. Specifically, this focused on how technology usage affected learners’ behavioral, emotional, and cognitive engagement in rural pupils and the context of users lived experience they faced, including teachers. The study was premised on the assumption that technology integration enhances student engagement when integrated appropriately into instruction. Quantitative data which have been collected through a survey questionnaire, administered to selected pupils, have been analyzed descriptively. In-depth data were drawn from semi-structured interviews with teachers. Within the convenience of a descriptive and correlational study, the findings suggested that the state of technology integration and student engagement is perceived very high in both schools. This implies that digital tools are widely embraced and utilized in classroom settings with pupils who showed attention, motivation, and curiosity either to utilize new types of digital learning tools and participated while using the tools in learning activities. Moreover, the relationship between technology and integration factors, and student engagement was seen to be a weak and not significant statistical linkage so technology use per se don’t influence learners in learning in the classroom. Contextually, the challenges involving effective technology integration were limited devices, unstable internet connections, insufficient technical concerns, lack of teacher training, and class with large pupils. With the technology integration context acknowledged and accepted, this study constitutes Element of technology integration highly beneficial, however depending on teacher preparedness and resources, for which recommendation for future study remains tiny encompassed about other factor which affect engagement of pupils in rural pupils.
Josephene May Fernandez· International journal of hum...· 0 citations
The prime objective of education is the advancement and dissemination of truth through scientific methods of inquiry. It helps develop the right understanding as well as cognitive, social, ethical, and emotional competence for personal and societal well-being. Recognizing the importance of these objectives, the National Education Policy of India (NEP-2020) places a strong emphasis on technology integration in the teaching-learning process. This article investigates the role of digital technologies in transforming pedagogical practices for enhanced student engagement and learning outcomes. With the help of the activity theory framework, this case study attempts to assess the impact of technology integration on student learning outcomes, such as skills and competencies, enhanced engagement, critical thinking, right understanding, problem-solving skills, effective communication, networking and collaboration, capacity building, and participation in the larger order. Data collected and analyzed through interactive sessions, survey forms, and awareness workshops were found helpful in gaining a deeper comprehension of technology integration in education and the specific needs of participants. To fulfil the objectives of this study, a total of 450 responses from students with diverse academic backgrounds were collected and analyzed. Findings of the study suggest that thoughtful integration of EdTech tools with traditional pedagogical processes helped students in the attainment of learning outcomes. More than 70% of students accepted that digital tools supported them in better comprehension of academic content and prepared them for the fulfilment of comprehensive human goals. This study will help researchers and academicians in proffering valuable insights and inferences for associated challenges and potential solutions.
Dr D. S. Gangwar, S. Tyagi, Sanjay Gangwar· Innovations in Pedagogy and...· 0 citations
The main objective of the study was to describe the teachers’ concept of effective teaching, which includes instruction, program planning, diversity and inclusion, professionalism, and personal dispositions; to determine the learners learning engagement, where it considers the affective engagement, behavioral engagement, and cognitive engagement; and to correlate the significant relationship between the teachers’ concept of effective teaching and learners learning engagement. The respondents of the study were 101 elementary teachers and 115 learners from Kibawe East District, Division of Bukidnon, for the school year 2025–2026. Random sampling was employed to determine the teacher-respondents from the different schools within the district. The survey questionnaire for the teachers’ concept of effective teaching was adapted from Eck et al. (2020) and the instrument on the learners’ learning engagement was adapted from Hart et al. (2011). The study employed a descriptive-correlational research design to systematically examine the variables under investigation. Data were analyzed quantitatively to ensure objectivity and accuracy of results. Findings revealed that teachers rated their concept of effective teaching at a very great extent across all dimensions. Learners demonstrated very great engagement in all affective, behavioral, and cognitive domains. Significant positive relationships existed between learners’ engagement and the teacher variables of instruction, program planning, diversity and inclusion, and professionalism. Personal dispositions showed no significant relationship with learner engagement. The study concluded that effective teaching in instruction, program planning, diversity and inclusion, and professionalism strongly relates to learner engagement, while personal dispositions do not. Learners show high engagement levels, and teachers have a very great understanding of effective teaching practices. Recommendations include encouraging learner participation to maintain engagement, fostering parent-teacher collaboration to support planning and diversity, and enhancing teacher strategies and professional development. Explore the role of personal dispositions further and broaden study settings to validate findings and generalize implications for educational improvement.
Mary Ann Pritos, Phoebe Aguilar· Psychology and Education: A...· 0 citations
The study concludes that integrating CBL with interactive media effectively enhances English proficiency, engagement, and learner confidence and provides practical guidance for implementing technology-enhanced, learner-centered English instruction in secondary education.
Roswita M. Aboe, Naniek Jusnita, Asrul M. Syawal et al.· Journal of Languages and Lan...· 0 citations
Pedagogical innovations are an essential element in improving teaching practices and responding to the demands of 21st-century education. They support the development of students’ competencies, including critical thinking, creativity, communication, and collaboration, while also enhancing the overall quality of learning. This study explores the role of pedagogical innovations in teaching development within the framework of educational reforms in Kosovo, focusing specifically on their implementation in primary education. The research employed a quantitative descriptive design based on an empirical approach. Data were collected through a structured questionnaire administered to 68 primary school teachers from different schools across Kosovo. The questionnaire consisted of closed-ended and semi-open questions aimed at examining the use of innovative teaching methods and their perceived impact on student motivation and engagement. The collected data were analyzed using descriptive statistical techniques, including frequencies and percentages. The findings reveal that the majority of teachers use innovative teaching practices, particularly group work and technology integration. These methods were perceived as effective in increasing student motivation, participation, and active engagement in the learning process. However, the results indicate that pedagogical innovations are not yet systematically implemented in all schools. Teachers identified several barriers, including limited professional development opportunities, insufficient teaching resources, and inadequate institutional support. Although the relatively small sample size limits the generalizability of the findings, the study provides valuable insights into current practices and challenges related to educational innovation in Kosovo. The results emphasize the importance of strengthening teacher training, improving access to educational resources, and promoting supportive policies. In conclusion, pedagogical innovations play a significant role in enhancing teaching and learning processes, but their successful implementation requires continuous professional development, strategic planning, and stronger institutional commitment.
Luljeta Shala, Bekimmo Morina, Mesibe Jashari -Shabani· Proceedings of The Internati...· 0 citations
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