ENGAGEMENT IN USING EDUCATIONAL TECHNOLOGY (EDTECH) INSTRUCTION AND ACADEMIC PERFORMANCE IN ENGLISH OF GRADE 6 LEARNERS: FOUNDATION FOR AN ENHANCED EDTECH INSTRUCTIONAL PROGRAM

The use of educational technology (EdTech) in instruction has been recognized for its potential to enhance learning. However, its impact on elementary learners' engagement and academic performance requires further study. This study aimed to determine the engagement in using EdTech instruction and the academic performance in English of Grade 6 learners in Masinloc Central Elementary School, Masinloc District, Schools Division of Zambales, during the School Year 2024-2025. A quantitative-descriptive research design was used, involving 142 Grade 6 learners through total population sampling. A validated researcher-designed questionnaire measured engagement in EdTech instruction (α = .99) and academic performance in English (α = .90). Findings showed that most learners were 11 years old, predominantly female, had two siblings, belonged to families with a monthly income of P20,000 to P39,999, spent 2.0 to 2.9 hours daily using technology, and studied English for less than 1.0 hour per day. Learners frequently engaged in multimedia integration, interactive presentations, online activities, and flipped classrooms. Their academic performance in English was very satisfactory. No significant differences were found in engagement based on age, sex, income, and time spent using technology, but significant differences were observed based on the number of siblings and study time. A strong positive correlation was found between engagement in EdTech instruction and academic performance. An enhanced EdTech instructional program was developed to improve engagement and learning outcomes. This study provides empirical evidence on EdTech’s role in academic performance, guiding the development of technology-based instructional programs in elementary education.