The Effect of Technology-Enhanced Teaching Method on the Academic Performance of Junior High School Learners in Sto. Tomas East, Davao Del Norte

This quantitative-comparative study investigated the significant difference that exists in the academic performance of Junior High School. The study employed 158 students as respondents, divided into two equal groups. Data were collected using validated academic performance measures and analyzed through descriptive statistics, independent samples t-test, and effect size analysis. Results revealed that teachers held extensive positive perceptions of both instructional approaches, particularly valuing the technology-enhanced method’s adaptability and capacity to foster student engagement. Most students achieved academic performance ratings of “Very Satisfactory” and “Outstanding” based on the standards of DepEd Order No. 8, s. 2015. The independent samples t-test indicated a statistically significant difference between the two groups, with the technology-enhanced group attaining higher academic outcomes. The computed effect size was interpreted as large, underscoring the substantial impact of technology integration on student learning. These findings affirm that when effectively implemented, digital tools enhance instructional delivery and support student-centered and socially interactive learning experiences. In light of these results, it is recommended that learners develop digital skills and take responsibility for their learning, teachers integrate technology-enhanced strategies with ongoing training, school heads ensure ICT support and teacher development, and education leaders—from policymakers to DepEd officials—strengthen infrastructure, funding, and policy support to sustain effective technology integration in schools.