LEVERAGING CONNECTIVITY TO BRIDGE LEARNING GAPS IN BASIC EDUCATION: A RESOURCE-BASED APPROACH

The rapid advancement of digital technology has transformed educational practices, making connectivity a vital resource for enhancing teaching and learning in basic education. This study, grounded in a resource-based approach, investigates how schools leverage connectivity to bridge learning gaps among students, particularly in underserved and rural areas. Using a descriptive-correlational mixed-methods design, the research examined the availability and quality of internet access, the number of digital devices, access to online learning platforms, and teacher integration of digital tools across selected basic education schools in Cebu Province. Quantitative data were collected through questionnaires, audits, and learning outcome records from 200 respondents, including students, teachers, and administrators, while qualitative insights were gathered from interviews and focus group discussions. The study found that schools generally exhibited moderate-high levels of connectivity, with internet infrastructure and platform access being the most robust indicators, whereas device availability and integration in lessons lagged. Connectivity positively correlated with student performance, with teacher integration of digital tools showing the strongest effect. However, the impact of connectivity on reducing learning gaps remained moderate, suggesting that infrastructure alone is insufficient. Teachers and administrators recognized the potential of connectivity for enhancing engagement and instructional delivery but highlighted barriers such as limited training, resource constraints, and inconsistent internet reliability. The findings imply that strategic investments in devices, professional development for educators, and targeted support for underserved learners are critical for maximizing the benefits of digital resources. By integrating connectivity effectively into pedagogy, schools can promote equity, improve learning outcomes, and foster inclusive education.