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The Relationship of Technological Resources and Student Engagement Among Senior High School Students

Author

Listed:
  • Norhanie Abdulganie

    (Carlos P. Garcia Senior High School 109 J, Luna St., Poblacion District, Davao City, Philippines)

  • Casandra Faith Alingig

    (Carlos P. Garcia Senior High School 109 J, Luna St., Poblacion District, Davao City, Philippines)

  • Lian Carumba Balatero

    (Carlos P. Garcia Senior High School 109 J, Luna St., Poblacion District, Davao City, Philippines)

  • Mary Rose Bande

    (Carlos P. Garcia Senior High School 109 J, Luna St., Poblacion District, Davao City, Philippines)

  • Nicole Bantillo

    (Carlos P. Garcia Senior High School 109 J, Luna St., Poblacion District, Davao City, Philippines)

  • Jan Pop Berdin

    (Carlos P. Garcia Senior High School 109 J, Luna St., Poblacion District, Davao City, Philippines)

  • Salima Pangantapan

    (Carlos P. Garcia Senior High School 109 J, Luna St., Poblacion District, Davao City, Philippines)

  • Kenneth A. Pondang

    (Carlos P. Garcia Senior High School 109 J, Luna St., Poblacion District, Davao City, Philippines)

Abstract

Low engagement in academic activities is a common concern among senior high school students, often influenced by the availability of technological resources. This study aimed to examine the relationship between technological resources and student engagement among senior high school students. Using a descriptive-correlational research design, data were collected from 300 respondents. Pearson’s correlation analysis revealed a strong positive relationship () between technological resources and student engagement, indicating that consistent access to technological tools enhances active learning and participation. These findings highlight the crucial role of technological resources in fostering student engagement and improving academic performance. Based on the results, the study recommends enhancing access to modern digital tools, providing teacher training on effective technology integration, and utilizing platforms like Edmodo and Google Classroom to sustain student engagement. Additionally, future researchers are encouraged to employ a mixed-method approach to gain deeper insights into how students interact with technology in their learning environment. A longitudinal study is also recommended to examine the long-term impact of technological resources on student engagement and academic performance.

Suggested Citation

  • Norhanie Abdulganie & Casandra Faith Alingig & Lian Carumba Balatero & Mary Rose Bande & Nicole Bantillo & Jan Pop Berdin & Salima Pangantapan & Kenneth A. Pondang, 2025. "The Relationship of Technological Resources and Student Engagement Among Senior High School Students," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(2), pages 3378-3393, February.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-2:p:3378-3393
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    References listed on IDEAS

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    3. Tuan Dinh Nguyen & Marisa Cannata & Jason Miller, 2018. "Understanding student behavioral engagement: Importance of student interaction with peers and teachers," The Journal of Educational Research, Taylor & Francis Journals, vol. 111(2), pages 163-174, March.
    4. Erick Wara & Peter JO Aloka & Benson Charles Odongo, 2018. "Relationship between Emotional Engagement and Academic Achievement among Kenyan Secondary School Students," Academic Journal of Interdisciplinary Studies, Richtmann Publishing Ltd, vol. 7, March.
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