Effectiveness of Digital Technologies in Teaching English for Grade Six Pupils

Abstract

This study determined the effectiveness of digital technologies in teaching English among Grade Six pupils at Muzon Elementary School, Division of Rizal, during the School Year 2025–2026. Specifically, it examined the respondents’ demographic profile, assessed their English performance before and after exposure to digital technologies, determined whether significant differences existed between pretest and posttest performance, and analyzed differences in posttest performance when grouped according to selected profile variables. The study employed an experimental research design using a single-group pretest-posttest approach. The respondents consisted of 40 Grade Six pupils selected from the school. A researcher-made achievement test in English served as the primary instrument for gathering data, while frequency, percentage, mean, t-test, and analysis of variance (ANOVA) were utilized to analyze the results. Findings revealed that most respondents were female, belonged to the first to second and fourth to fifth sibling positions, came from families with one to two children, had parents who were college undergraduates, worked as self-employed individuals or private employees, and earned below ₱10,000 monthly. The respondents obtained a Fairly Satisfactory level of performance in the pretest and improved to a Satisfactory level in the posttest after exposure to digital technologies. Statistical analysis showed a significant improvement in English performance between the pretest and posttest, indicating that the integration of digital technologies positively influenced pupils’ learning outcomes. Furthermore, no significant differences in posttest performance were found when respondents were grouped according to sibling position, number of children in the family, monthly family income, mother’s educational attainment, father’s occupation, and mother’s occupation. However, significant differences were observed when grouped according to sex and father’s educational attainment. The study concluded that digital technologies effectively enhanced the English performance of Grade Six pupils and recommended strengthening technology integration through teacher training, improved technological resources, learner-centered instructional strategies, continuous assessment, parental support, and the implementation of the proposed action plan. Future studies involving larger samples and additional variables are likewise encouraged to further validate the findings.