Abstract:
This study determined the impact of technology-aided instruction (TAI) on academic performance
among 126 indigenous learners in Cabangan District, Schools Division of Zambales during the
School Year 2023-2024. Employing a quantitative descriptive design and a researcher-developed
questionnaire, data collected formed the bases for an enhanced instructional plan geared towards
technology-based teaching to improve academic outcomes. Findings revealed that most
indigenous learners, aged 11, predominantly female, with families earning P19,999 or less
monthly, and spent less than an hour studying at home. Learners, guided by high school graduates,
showed positive outcomes, demonstrating engagement, access to resources, individualized pacing,
and real-world skills development. Notably, they exhibited very satisfactory academic
performance in written works, performance tasks, and quarterly assessments. Perceptions of TAI
significantly differed among indigenous learners based on age, monthly family income, and
learning facilitators' educational attainment, with a rejection of the null hypothesis. A low yet
positive correlation linked learners' perceptions of TAI with academic performance in written
works and quarterly assessments, leading to the null hypothesis rejection. An enhanced
instructional plan is proposed to implement technology-based teaching, aiming to boost academic
performance. Recommendations included sustained learner engagement, active participation,
access to resources, and mastery of real-world skills. Institutions are advised to ensure continued
access to TAI, implement regular assessments and feedback mechanisms, and offer tailored
programs addressing individual needs. Learners are encouraged to recognize the positive
correlation between their perceptions of TAI and academic performance. Educational institutions
should foster an environment encouraging positive perceptions, emphasizing learning
engagement, resource access, individualized pacing, and real-world skills development. Active
learner participation in the instructional plan, with continuous feedback and adaptability, promises
refinement over time. |
