Student Engagement in Technology- Enhanced Social Studies Instruction among Grade 10 Students in Selected Public Secondary Schools in District of Ilog I: A Descriptive Study

Abstract

Integrating technology into Social Studies is seen as key to enhancing student learning and engagement, yet its impact on different engagement dimensions in developing regions is underexplored. This study investigated the level of student engagement in technology- enhanced Social Studies instruction and its relationship with the extent of technology integration among Grade 10 students in the District of Ilog I, Negros Occidental. Utilizing a quantitative descriptive- correlational research design, data were gathered from 158 students across two public secondary schools using a researcher- made Likert- scale questionnaire. The findings revealed an overall “High” level of student engagement, with cognitive and social dimensions rated as High, while behavioral and emotional engagement remained “Moderate”. Technology integration was rated at an “Advanced” level, primarily driven by the use of instructional platforms and digital learning resources. Correlation analysis using Pearson’s indicated a strong positive and statistically significant relationship between technology integration and student engagement, leading to the rejection of the null hypothesis. The study concludes that while advanced technology integration significantly boosts cognitive and social involvement, pedagogical strategies must be further refined to improve behavioral participation and emotional connection. Recommendations include providing continuous professional development for teachers and enhancing digital infrastructure to support more transformative and student- centered learning experiences.