Scientific Technological Integration and Learning Outcomes of Elementary Pupils in Cateel 1 District, Cateel Davao Oriental

This study examined the extent of scientific-technological integration in elementary science instruction and its influence on learning outcomes among pupils in Cateel I District, Cateel, Davao Oriental. It aimed to assess the extent of integration in terms of technology integration pedagogy, access and equity, teacher-student interaction, and assessment methods, as well as the extent of learning outcomes in terms of content mastery, problem-solving skills, and digital literacy skills. Utilizing a descriptive-correlational research design, data were collected from 31 science teachers using a validated survey questionnaire. The results revealed that all domains of scientific-technological integration were practiced to a very extensive extent, with assessment methods rated highest. Likewise, learners exhibited very extensive learning outcomes across all indicators, with digital literacy skills being the most developed. A strong and statistically significant relationship was found between scientific-technological integration and learning outcomes, indicating that greater integration leads to better student performance. Among the four domains, only assessment methods significantly influenced learning outcomes, highlighting their critical role in enhancing academic achievement. These findings underscore the importance of strengthening technology-driven assessment strategies while supporting equitable access, pedagogical innovation, and interactive learning. The study recommends targeted teacher training and institutionalizing digital assessment practices to sustain gains in science education.