LEARNERS’ ACADEMIC ENGAGEMENT THROUGH TECHNOLOGY: A CASE STUDY

Authors

Jakie Lou Tamking, Grace G. Tizon, Rochelan Lumasag, Markdy Y. Orong, Elsa B. Buenavidez, Cynthia S. Superable

Abstract

In today’s digital age, technology has become an integral part of educational practices, offering new opportunities to enhance student learning. This study investigated how the use of technological devices affects academic engagement among elementary learners in Misamis Occidental Division, Northern Mindanao. The study employed a case study research design (Yin, 2018) and involved three groups of participants: elementary learners, teachers, and parents. Data was gathered using three independent interview guides, each specifically designed for each participant group. The six phases of Yin’s (2009) case study procedure guided the systematic collection and analysis of data. The study identified four emerging themes: active engagement through videos and interactive digital tools; distractions from noneducational content; connectivity issues and limited guidance learning through technology; and enhanced understanding through visual and interactive learning. The findings indicate that technology enhances elementary learners’ academic engagement and understanding when used purposefully through videos, interactive tools, and multimedia activities. Purposeful integration of videos, interactive tools, and multimedia, combined with reliable connectivity and guided supervision, enhances elementary learners’ engagement, understanding, and sustained motivation while minimizing distractions and supporting effective learning. Learners, teachers, and parents may collaboratively and purposefully use, guide, and support educational technology to enhance comprehension and engagement.

Keywords

academic engagement, digital tools, educational technology, interactive learning, learner support