Integration of Technology in Teaching Araling Panlipunan and Academic Performance among Students
Rhodabelle Pallin, Wenie Nahial, Elizabeth Remigoso
Received: 01 March 2026; Revised: 04 April 2026; Accepted: 17 April 2026; Published: 01 May 2026
DOI: https://doi.org/10.66074/ART45X99Z1
Abstract
This study aimed to investigate the extent of technology integration in teaching Araling Panlipunan and its association with the academic performance of Junior High School students in the Division of Camiguin during the second quarter of school year 2025-2026. A descriptive-correlational research design was utilized with 42 teachers and 1,353 students. Observance of research protocols and the use of appropriate statistical tools were employed at all times. The findings revealed that teachers integrate technology to a high extent (M=3.58) and students achieve a very satisfactory academic level (M=87.25). However, there was no significant link between the integration of technology and the grades of the students (r_s= 0.266,p > 0.05). Kruskal-Wallis test results indicated that the highest educational attainment was a significant factor in the integration of technology (p=0.036). But the respondents’ utilization of technology did not vary when grouped by age, tenure of service, and specialization. Despite high teacher confidence, systemic barriers like unstable internet connectivity (M=2.55) and limited technical training continues to exist. These results suggest that while the digital transition is underway, the focus must shift from basic tool availability toward pedagogy-driven instruction to meaningfully enhance student learning outcomes.
Keywords: academic performance, ICT in education, technology integration
Corresponding Author Information: Camiguin Polytechnic State College, Camiguin, Philippines; [email protected]
Volume 2, Issue 2, June 2026