Technology-Aided Instruction as Perceived by Indigenous Learners and Their Academic Performance: Bases for Implementing Enhanced Technology-Based Teaching Instruction

Abstract

This study determined the impact of technology-aided instruction (TAI) on academic performance among 126 indigenous learners in Cabangan District, Schools Division of Zambales during the School Year 2023-2024. Employing a quantitative descriptive design and a researcher-developed questionnaire, data collected formed the bases for an enhanced instructional plan geared towards technology-based teaching to improve academic outcomes. Findings revealed that most indigenous learners, aged 11, predominantly female, with families earning P19,999 or less monthly, and spent less than an hour studying at home. Learners, guided by high school graduates, showed positive outcomes, demonstrating engagement, access to resources, individualized pacing, and real-world skills development. Notably, they exhibited very satisfactory academic performance in written works, performance tasks, and quarterly assessments. Perceptions of TAI significantly differed among indigenous learners based on age, monthly family income, and learning facilitators' educational attainment, with a rejection of the null hypothesis. A low yet positive correlation linked learners' perceptions of TAI with academic performance in written works and quarterly assessments, leading to the null hypothesis rejection. An enhanced instructional plan is proposed to implement technology-based teaching, aiming to boost academic performance. Recommendations included sustained learner engagement, active participation, access to resources, and mastery of real-world skills. Institutions are advised to ensure continued access to TAI, implement regular assessments and feedback mechanisms, and offer tailored programs addressing individual needs. Learners are encouraged to recognize the positive correlation between their perceptions of TAI and academic performance. Educational institutions should foster an environment encouraging positive perceptions, emphasizing learning engagement, resource access, individualized pacing, and real-world skills development. Active learner participation in the instructional plan, with continuous feedback and adaptability, promises refinement over time.