Mark Airon C. Bolante

Emilio Aguinaldo College, Manila, Philippines

DOI : https://doi.org/10.47191/ijsshr/v7-i06-52

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ABSTRACT

The objective of this study is to assess the correlation of information technology integration on the learning engagement of grade school pupils in selected elementary schools in Binangonan, Rizal. In an era where technological advancements are rapidly transforming educational landscapes, this study investigates how effectively integrating information technology (IT) into teaching practices impacts various dimensions of pupil engagement, including emotional, cognitive, motivational, behavioral, cognitive-behavioral, and social-behavioral engagement. The research sample consists of 655 pupils, highlighting a slight predominance of females over males and revealing significant socioeconomic diversity among the respondents. The study employs a comprehensive approach, evaluating teachers' proficiency in multiple domains of IT integration—Technological Knowledge, Content Knowledge, Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge, and Technological Pedagogical Content Knowledge. Findings indicate a consistently high level of IT integration across these domains, with slight variances based on factors such as sex, family income, and access to technology at home. Emotional and cognitive engagement among pupils are particularly influenced by these variables, while overall engagement levels remain robust across different demographics. The study also reveals significant positive correlations between teachers' IT integration and pupils' engagement across all dimensions, underscoring the critical role of proficient IT use in enhancing educational outcomes. Based on these insights, the study proposes an Enhanced Training Plan aimed at addressing the digital divide, empowering teachers through continuous professional development, fostering high levels of pupil engagement, and promoting collaborative and supportive classroom environments. This plan includes targeted activities, regular monitoring, and evaluation to ensure its effectiveness and adaptability to evolving educational needs. The findings highlight the necessity for ongoing support and professional development for teachers to maximize the benefits of IT integration, ultimately contributing to a more dynamic and inclusive educational experience for all pupils.

KEYWORDS:

information technology integration,classroom learning engagement, technological knowledge, content knowledge, pedagogical knowledge, technological pedagogical content knowledge, emotional engagement, cognitive engagement, motivational engagement, behavioral engagement, cognitive-behavioral engagement, social-behavioral engagement

REFERENCES
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Volume 07 Issue 06 June 2024