Bridging Technology and Teaching by Evaluating Freshmen's Collaborative Skills and Satisfaction in the Digital Era of Education

This study evaluated the integration of technology, collaboration skills, and learning satisfaction among freshmen students in a local college in Negros Occidental. Utilizing a descriptive research design, the study sought to assess the extent of technology integration in the Teaching Profession Subject, collaborative skills, and overall learning satisfaction. A total of 90 freshmen students participated, providing data through a validated self-made questionnaire. The findings indicated that the extent of technology integration was high, while collaboration skills were categorized as very high, and learning satisfaction levels were also deemed very high. Notably, the study found no significant relationship between technology integration and collaboration skills, suggesting that technology alone did not directly enhance students' collaborative abilities. Conversely, a significant correlation existed between collaboration skills and learning satisfaction, indicating that improvements in students' collaborative abilities were associated with heightened levels of satisfaction. Furthermore, the study established a significant relationship between technological integration and learning satisfaction, implying that effective use of technology enhanced students' educational experiences. These results underscore the need for educators to focus on fostering collaboration skills while ensuring that technology is effectively integrated into the curriculum. The implications of the findings highlight the importance of addressing content accessibility and providing structured support to facilitate meaningful collaborative experiences for freshmen students. Ultimately, the study contributes to understanding the dynamics between technology, collaboration, and student satisfaction in modern educational settings.