Assessing Students' Engagement with Technology Tools in Biology Learning among General Science Undergraduate Students

Abstract

This study examined the engagement of General Science undergraduate students with technology tools in learning Biology at Nueva Vizcaya State University Bambang Campus. It aimed to determine the students’ level of engagement and identify whether gender, preferred learning style, and monthly household income were associated with or could predict their engagement with technology tools. A quantitative descriptive-correlational research design was used, involving 63 General Science undergraduate students. Data were collected through a structured questionnaire and analyzed using appropriate statistical tools. The findings showed that the students had a high level of engagement with technology tools in learning Biology, with an overall mean score of 2.93 (SD = 0.54). The results also showed no significant difference in engagement according to gender or preferred learning style. Similarly, monthly household income was not significantly related to students’ engagement. Furthermore, multiple regression analysis showed that gender, preferred learning style, and monthly household income did not significantly predict overall engagement. Although these variables collectively explained 12.1% of the variation in students’ engagement, the overall regression model was not statistically significant. Overall, the findings indicate that students generally demonstrated high engagement with technology tools in Biology learning regardless of their gender, preferred learning style, or monthly household income. The findings also suggest that other factors not included in the present study may contribute to students’ engagement with technology tools in Biology learning.