Integrating Technology in the Classroom, Teacher Instructional Practices and Learners' Performance: Basis for Instructional Supervision Plan

AUTHOR(S)

MADELEINE C. SINGZON

ABSTRACT

This study investigates the significant relationship between the extent of technology integration in the classroom, the instructional practices of teachers, and the academic performance of learners. The research was conducted at Putingbato Elementary School in the Isabel 1 District of Leyte Division, involving six teachers and 464 students enrolled for the current academic year as respondents. Using a descriptive-correlational research design, the data revealed a moderate significant relationship between the extent of technology integration in the classroom and the academic performance of learners. In contrast, a very strong positive relationship was identified between technology integration and teachers’ instructional practices, particularly in terms of planning, delivery, and assessment methods. This significant relationship emphasizes the crucial role of technology integration in effective teaching and the enhancement of academic performance. It also highlights the need for ongoing support and strategic implementation of technology in educational settings to maximize its benefits for both teachers and students. Keywords — Integrating Technology, Classroom, teacher Instructional Practices, Learners’ Performance, Instructional Supervision Plan