Technology-Enabled Active Learning Practices and Readiness: Basis for Instructional Supervision Plan in Elementary Special Program
DOI:
https://doi.org/10.5281/zenodo.23670644Keywords:
technology-enabled active learning, teacher readiness, instructional supervision, educational technology, elementary science education, professional developmentAbstract
This study examined technology-enabled active learning practices and teacher readiness in the Special Program in Science at Minglanilla Central Elementary School, Minglanilla, Cebu, during school year 2025–2026, as the basis for an instructional supervision plan. A descriptive-correlational design was employed, drawing on adapted survey responses from 22 public elementary school teachers. Frequencies, percentages, weighted means, and Pearson product–moment correlation coefficients were used to describe respondents’ characteristics, four dimensions of active-learning perceptions, four readiness dimensions, and their relationships with teacher profile variables. Respondents strongly agreed with the potential of technology-enabled active learning for interactive engagement (M = 4.68), problem-solving (M = 4.55), interest (M = 4.52), and feedback (M = 4.52). Readiness was highest in the attitudinal dimension (M = 4.66), followed by instructional (M = 4.22), pedagogical (M = 4.14), and technological readiness (M = 4.00). Training and seminars attended were significantly and positively related to perceptions (r = .47, p = .027) and readiness (r = .51, p = .016). Age, gender, educational attainment, and years of service had no statistically significant associations with either outcome in the reported analysis. These findings informed a proposed instructional supervision plan emphasizing hands-on technology training, peer coaching, classroom-focused feedback, and technical assistance. The findings reflect self-reported perceptions and associations rather than verified effects on student achievement.
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