Educational Technology Implementation and Its Influence on Student Engagement and Academic Performance

This study examined educational technology implementation and student engagement in relation to teacher-reported academic performance in Grade 6 classrooms in Binangonan District, Rizal, Philippines. Using a quantitative descriptive-correlational design, the study surveyed 100 Grade 6 teachers from 11 public elementary schools selected through stratified random sampling. Data from a researcher-developed questionnaire were analyzed using descriptive statistics and Pearson’s product–moment correlation. Teachers rated academic performance as Very Satisfactory and rated behavioral, emotional, and cognitive engagement as Evident. Technology was frequently used, and unstable or slow internet connectivity was the highest-rated implementation challenge. Academic performance was positively associated with all three engagement dimensions and all three technology implementation dimensions (all p < .001). Cognitive engagement had the largest observed correlation with academic performance (r = .839). The findings identify priorities for strengthening cognitively demanding classroom activities and the school conditions that support technology use. The proposed action plan addresses connectivity, teacher development, purposeful tool use, student engagement, administrative support, and monitoring.