The Utilization of Educational Technology System and The Tertiary Students’ Learning Performance of Selected Private Schools in Metro Manila: A Basis for Developing Professional Development Program
DOI:
https://doi.org/10.5281/zenodo.18884011Keywords:
educational technology, EdTech systems, learning performance, tertiary students, private schools, Metro Manila, faculty development program, Google Classroom, Canvas LMS, Moodle, NEO LMS, technology literacy, student engagementAbstract
This study investigated the relationship between the utilization of educational technology (EdTech) systems and the learning performance of tertiary students in selected private schools in Metro Manila, serving as the basis for a proposed professional development program. Employing a descriptive quantitative research design, data were gathered from 120 faculty and student respondents using a structured survey questionnaire distributed online. Statistical tools such as frequency, percentage, weighted mean, Pearson’s correlation, t-test, and ANOVA were applied to analyze the data. Findings revealed that faculty respondents were predominantly experienced educators, with most holding bachelor’s or master’s degrees, while student respondents were largely young, female, and in their third or fourth year of study. In terms of EdTech utilization, Google Classroom emerged as the most highly utilized platform, followed by Canvas LMS, while NEO LMS showed limited engagement. Students consistently rated their engagement with EdTech systems slightly higher than faculty, particularly in creativity, collaboration, communication, and technology literacy, with technology literacy receiving the highest ratings. Results confirmed a significant relationship between the extent of EdTech utilization and students’ learning performance, while no significant differences were observed between faculty and student assessments across most demographic profiles. Constraints identified included limited technological resources and unstable network connectivity, with both groups emphasizing the need for improved infrastructure, technical support, and training. Based on these findings, a comprehensive faculty development program was proposed to enhance digital integration, professional competence, and equitable access to technology, thereby fostering improved student engagement and performance in higher education.
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