Extent of Technology Usage in Relation to Academic Performance of Learners

Abstract

This study explored the extent of technology usage and its relationship to the academic performance of Grade 5 learners at Margarita Roxas de Ayala Elementary School, District V, Division of Manila, during the school year 2023-2024. Employing a descriptive-correlational design, data were gathered from 65 purposively selected students through structured questionnaires and secondary academic records. The research focused on three dimensions of technology use: Environmental productivity, social interaction, and education and learning. Results indicated that students highly perceived technology's influence across all dimensions, with mean scores classified as very high. The overall level of academic performance was rated as very satisfactory, with a mean score of 85.092. Correlational analysis revealed that social interaction had a significant positive relationship with academic performance (r = .462, p < .001), while Environmental productivity and education and learning showed no significant correlation. These findings suggested that social engagement played a crucial role in enhancing learners’ academic outcomes, whereas other aspects of technology use did not directly influence performance in this context. The study underscored the importance of fostering collaborative and social learning environments to optimize student achievement. It recommended that educators and policymakers promote initiatives that enhance peer interaction, incorporate collaborative activities, and provide training to facilitate social engagement strategies. Overall, the research highlighted the pivotal role of social interaction in improving academic performance and called for further investigation into other factors that may impact technology-driven learning among young learners.