Assessing the Impact of TPACK-Aligned Digital Materials on Pupils’ Engagement in Lutayan District II
Ryan Madarang, Rayhan Sangaban, Jonathan Roque
Received: 25 August 2026; Revised: 30 September 2026; Accepted: 09 October 2026; Published: 14 October 2026
DOI: https://doi.org/10.66074/Y9N6D3M1Z
Abstract
This study investigated the impact of TPACK-aligned digital materials on student engagement and learning performance among Grade 5 pupils in Lutayan District II. Specifically, it determined the level of teachers’ utilization of digital tools, assessed students’ engagement in terms of behavioral, emotional, and cognitive dimensions, and examined the significant relationship between these variables. The study focused on the use of Microsoft PowerPoint/Google Slides, Canva for Education, and online games as instructional materials. A quantitative descriptive research design was employed, utilizing survey questionnaires administered to 114 Grade 5 pupils and their teachers. The instruments included a Teacher TPACK Integration Checklist and a Student Engagement Survey. Findings revealed that teachers demonstrated a high level of utilization of TPACK-aligned digital materials, particularly presentation and design tools, while the use of online games was observed at a moderate level, indicating an area for improvement. Moreover, students exhibited a high level of engagement across behavioral, emotional, and cognitive domains, suggesting that digital integration enhances participation, motivation, and critical thinking. Statistical analysis showed a significant positive relationship (r = 0.72, p = < .001) between teachers’ use of TPACK-aligned digital materials and student engagement. The study concludes that effective integration of technology aligned with pedagogy and content knowledge significantly improves student engagement and supports better learning outcomes. It is recommended that teachers further develop their digital competencies and incorporate diverse interactive tools to enrich classroom instruction.
Keywords: inclusive education, professional rights, substantive equality, teacher protection, Ubuntu philosophy
Author Information: Sultan Kudarat State University-Lutayan Campus, Lutayan, Philippines; ryanmadarang69@gmail.com
Volume 2, Issue 4, December 2026