Abstract
The use of technological devices has emerged as a crucial tool for educators to enhance instruction and enrich learners’ educational experiences. Along this line, the key purpose of this study is to determine the extent of the use of technological devices in teaching and learners’ academic performance in clustered schools in the central Philippines for the school year 2025–2026. Descriptive research was conducted, and a 40-item survey questionnaire was used to gather data from thirty-four (34) teachers. The statistical tools used were the mean, the Mann-Whitney U test, and Spearman’s rho. Overall, the extent of the use of technological devices in instructional learning delivery was very great, whereas learners’ engagement and assessment of learning were great. The level of learners’ academic performance was satisfactory. There was a significant difference in the extent of technological device use in teaching, in terms of learners’ engagement and assessments of learning, across age groups. Furthermore, there was no significant relationship between the extent of technological device use and learners’ academic performance. The study suggests that the education authorities may spearhead seminars and trainings to assist and help teachers in the successful inclusion of technology in the classroom and allocate adequate funding for the provision of additional technological equipment in schools.
Keywords: Technological devices, learners’ academic performance, instructional learning delivery, learners’ engagement, assessment of learning