The Impact of

Technology
Integration on
Student Engagement
Among Grade 8
Students at Golden
Valley National High
School

Date: 8/12/2025
Background: The study investigates the
impact of technology integration on
student engagement among Grade 8
students at Golden Valley National High
School during the 2024-2025 school year.
The introduction cites the importance of
technology integration in education
(Mishra & Koehler, 2006) and its potential
to enhance student engagement (Fredricks
et al., 2004).
 It also acknowledges challenges in the
Philippine context related to
infrastructure, teacher training, and
resource access (Soriano, 2007). The
role of teachers’ digital competence
(Almerich et al., 2020) and the potential
for poorly implemented technology to
negatively impact learning (Schindler et
al., 2017) are also discussed.
 Purpose: The primary
purpose is to examine how
technology integration
affects student engagement
(behavioral, emotional, and
cognitive).
Significance: The findings will
benefit students, teachers,
school administrators, and
future researchers by providing
insights into effective
technology integration
strategies.
 Statement of the
Problem
The study aims to determine the extent to which
technology integration affects student engagement at
Golden Valley National High School, considering:

• Availability of technology
• Participating online learning platforms
•Timeliness of assignment submission
 Scope and
Delimitations
The study focuses on 40 Grade 8 students (20
males and 20 females from each of two
sections) selected randomly during the 2025-
2026 school year at Golden Valley National
High School.
 Conceptual Framework
The study uses an input-output model.

Input: Types of technology (laptops, projectors, internet

access, educational apps), teacher skills, frequency of
technology use, and school support.
Output: Student engagement (behavioral, emotional, and
cognitive).
 Theoretical Framework
Technological Pedagogical Content Knowledge (TPACK)
Framework (Mishra & Koehler, 2006): Emphasizes the
balance of technological, pedagogical, and content
knowledge for effective technology integration.

Multi-dimensional theory of engagement (Fredricks,

Blumenfeld, & Paris, 2004): Focuses on behavioral,
emotional, and cognitive aspects of student engagement.
 Definition of Terms
Technology: Application of scientific knowledge and tools
to solve problems and enhance activities.
Engagement: Student attention, interest, motivation, and
active participation in learning.
Integration: Effective inclusion of technology into teaching
and learning practices.
Methodology
Research Design: Quantitative, nonexperimental,
descriptive-correlational.
This study utilized a quantitative, non-experimental,
descriptive-correlational research design to examine
the impact of technology integration on student
engagement. This design was chosen because it
enables the researcher to describe current
conditions and explore the relationships between
variables without manipulating them.
 Participants: 40 Grade 8 students (total random
sampling).
The respondents of this study Involve 40 Grade 8 Junior
High School Students enrolled at Golden Valley National
High School during the School Year 2024-2025. The total
number of respondents was determined using total
enumeration Sampling. Which included all Grade 8
students from the school. This technique ensures That
every student within the selected group
Instrument: A structured survey questionnaire assessing
technology use and student engagement (5-point Likert
scale).
To gather data on the impact of technology integration on
student engagement among Grade 8 students, the researcher
utilized a structured survey questionnaire as the primary
research instrument.
The Instrument was divided into four sections. The first
section collected demographic information such as age,
gender, internet access at home, and the type of digital
devices used by the student.
 Data Collection: Permission from the school, coordination with
teachers, and administration of the survey with informed consent.
To obtain the necessary data for this study, the researcher followed
a systematic procedure to ensure accuracy, reliability, and ethical
standards. First, a formal request for permission to conduct the
research was submitted to the school principal or division office,
along with a copy of the research proposal and the survey
questionnaire. Once approval was granted, the researcher
coordinated with Grade 8 class advisers to schedule the
administration of the survey during a convenient time that would
not disrupt regular class activities.
 Data Analysis: Descriptive statistics (frequency counts,
percentages, means, standard deviations) and correlation
analysis (Pearson's r) to examine the relationship between
technology integration and student engagement.
 Plan of work
Literature Review and Conceptual Framework
Development:
This involves reviewing existing literature on student
engagement, technology integration, and relevant
theories (TPACK, multi-dimensional engagement
theory).
 Instrument Development
and Validation:
The survey questionnaire needs to be developed, piloted
(tested on a smaller group to identify any issues), and
refined based on the pilot test feedback. Expert validation
is crucial to ensure the questionnaire's reliability and
validity.
 Data Collection:
This involves obtaining necessary permissions
(from the school principal), administering the
survey to the Grade 8 students, and ensuring
ethical considerations are followed (informed
consent, confidentiality).
 Data Analysis:
Collected data will be analyzed using descriptive
statistics (frequencies, percentages, means,
standard deviations) and inferential statistics
(correlation analysis using Pearson's r).
Qualitative data from the open-ended question
also needs to be analyzed (e.g., thematic
analysis).
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Thank
you