Indexing1Wengie C. Pino, 2Crystal Jade S. Mongas
1Southern de Oro Philippines College, Cagayan de Oro City, Philippines
2DepEd Division of Bukidnon, Bukidnon, Philippines
DOI : https://doi.org/10.47191/ijmra/v8-i04-39Google Scholar Download Pdf
ABSTRACT:
Technology integration plays a crucial role in enhancing teaching and learning process by making lessons more interactive, engaging and accessible to foster pupils’ cognitive engagement. This study examined the influence of technology integration to pupils’ cognitive engagement for School Year 2024-2025. Furthermore, it examined the relationship between the level of technology integration and the level of pupils’ cognitive engagement as well as determining the independent variable/s that influence the level of pupil’s cognitive engagement. The study used descriptive correlational design and causal research design. Simple random sampling with Slovin’s Formula at five percent margin of error was used. The survey was conducted to 146 pupils from the Baungon II District, Division of Bukidnon. A researcher-made questionnaire which passed the validity and reliability tests was utilized. Statistical tools like Mean, Standard Deviation, Pearson Product Moment Correlation Coefficient, and Multiple Linear Regression were employed. Findings revealed that teachers have a strong level of technology integration in the classrooms which exhibits a very high cognitive engagement among pupils. Technology integration has a significant relationship to pupils’ cognitive engagement. Learning content significantly influence pupils’ cognitive engagement. Thus, school heads are encouraged to continually develop strategic plans and implement activities that further enhance technology integration, fostering greater cognitive engagement among pupils and teachers are encouraged to prioritize the development of technology-enhanced, and pupil-centered learning content.
KEYWORDS:learning, pupils’ cognitive engagement, technology integration
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