Technology Integration and Academic Performance as Mediated by Learners’ Engagement and Study Habits: Bases for Action Plan
DOI:
https://doi.org/10.65339/ijsair.V2.I2.348Keywords:
Academic Performance, Learners’ Engagement, Mediation Analysis, Public Elementary Education, Study Habits, Technology Integration, Technology-Supported LearningAbstract
This study examined technology integration in public elementary education and its relationship with learners’ engagement, study habits, and academic performance among Grade 4–6 learners in District 2 of Lapu-Lapu City, Cebu. Anchored on Contiguity Theory, Stimulus–Organism–Response Theory, Maslow’s Hierarchy of Needs, and related technology adoption and engagement perspectives, the study investigated whether learners’ engagement and study habits mediated the relationship between technology integration and academic performance. A quantitative, non-experimental mediation design was used. Data were gathered through adapted and validated questionnaires and academic performance records from 349 learner respondents and 96 teacher respondents from Bankal Elementary School, Punta Engaño Elementary School, and Soong Elementary School. Weighted mean, standard deviation, frequency, percentage, and Path Analysis through GLM Mediation Analysis were used to analyze the data. Findings showed that teachers had a high level of technology integration (M = 3.81, SD = 0.41), learners were highly engaged (M = 3.77, SD = 0.48), study habits were highly evident (M = 3.77, SD = 0.54), and learners’ academic performance was very satisfactory (M = 86.73, SD = 3.40). However, learners’ engagement and study habits did not significantly mediate the relationship between technology integration and academic performance. The direct and total effects of technology integration on academic performance were also not significant. The study concluded that technology use alone does not automatically improve academic performance; rather, effective learning outcomes require structured study habits, guided instruction, learner support, and sustained teacher facilitation. The study supports SDG 4 on Quality Education, SDG 9 on Industry, Innovation and Infrastructure, SDG 10 on Reduced Inequalities, and SDG 17 on Partnerships for the Goals. Its sustainability impact lies in promoting educational, technological, institutional, and policy sustainability through evidence-based technology integration and learner-centered academic support.
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