Montalban, Rizal — Modern technology is perceived as highly effective in supporting the learning experiences of Grade 6 pupils at Kasiglahan Village Elementary School in the Philippines. The finding comes from a study by Ronnie L. Cruz and Celso C. Dumalig of Northeastern College, Inc. Graduate School, Santiago City, Philippines, which examined pupils’ perceptions of technology use during the 2026–2027 school year. The results show that technology is associated with students’ motivation, academic confidence, classroom participation, and digital literacy.
Technology has increasingly transformed the way learning takes place in schools. Educational applications, online platforms, digital devices, and multimedia resources provide opportunities for more interactive and flexible learning experiences. In the Philippines, the integration of technology into education accelerated following the COVID-19 pandemic, when schools increasingly relied on digital tools to maintain learning continuity and develop students’ digital skills.
However, students do not necessarily experience educational technology in the same way. Device availability, infrastructure, teacher readiness, and the frequency with which technology is used can shape students’ learning experiences. These issues formed part of the context for the study conducted at Kasiglahan Village Elementary School, a public elementary school in Barangay San Jose, Montalban, Rizal.
Cruz and Dumalig surveyed 50 randomly selected Grade 6 pupils. The students completed a researcher-made questionnaire containing 20 indicators related to the effectiveness of modern technology in learning. The questions covered learning interest, attention, classroom participation, comprehension, academic confidence, independent learning, digital literacy, and ease of technology use. The researchers then analyzed the responses to determine how effective pupils perceived modern technology to be and whether those perceptions were related to their demographic characteristics.
The results produced an overall weighted mean of 4.28 on a five-point scale, placing pupils’ perception of modern technology in the “strongly agree” category. This indicates a broadly positive view of technology-supported learning among the respondents. The strongest result was recorded for the statement that technology motivates pupils to complete tasks and homework on time, which received a score of 4.95.
Technology also received a score of 4.87 for increasing pupils’ confidence in their academic abilities. Ease of using technology tools followed closely with a score of 4.82. Pupils also strongly agreed that technology supports self-paced learning, makes classroom activities more enjoyable, strengthens digital literacy, provides access to learning materials, and encourages independence and participation during lessons.
Not every aspect received an equally strong response. The lowest-rated statement concerned technology’s ability to encourage pupils to explore new topics outside the classroom. It received a weighted mean of 3.25, classified as neutral. The finding suggests that the strongest perceived benefits of technology in this study were connected to structured learning activities, while its role in encouraging exploration beyond the classroom was comparatively limited.
Smartphones emerged as the dominant learning device among the respondents. Forty-two of the 50 pupils, or 84 percent, reported using smartphones for learning. Desktop computers accounted for 10 percent, while tablets represented only 6 percent. The result highlights the importance of smartphones in technology-supported learning, particularly because of their accessibility and convenience for educational activities.
For schools, the findings point to the need for a more targeted approach to technology integration. Cruz and Dumalig emphasize the importance of teacher guidance, learner readiness, adequate ICT facilities, reliable internet connectivity, and continuous teacher training. Parents also have an important role in encouraging responsible and educational technology use at home so that digital learning can continue beyond the classroom.
The findings reinforce the growing role of technology in elementary education when digital tools are implemented appropriately. Technology can serve not only as a means of delivering digital learning materials but also as a tool for strengthening motivation, engagement, academic confidence, independence, and digital literacy. At the same time, the study highlights the importance of equitable access so that the benefits of technology-supported learning can reach pupils across different backgrounds and learning conditions.
The researchers recommend that future studies involve larger and more diverse samples. Additional variables, including digital literacy, technology access, learning outcomes, learning styles, and socioeconomic conditions, could also be examined to provide a broader understanding of technology effectiveness in elementary education.
Research Source: “Demographic Profile and Perceived Effectiveness of Modern Technology among Grade 6 Pupils: A Correlational Study,” International Journal of Scientific Multidisciplinary Research (IJSMR), Vol. 4, No. 8, 2026, pp. 2039–2054.
DOI: https://doi.org/10.55927/ijsmr.v4i8.117
Journal Link: International Journal of Scientific Multidisciplinary Research (IJSMR)
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