TECHNOLOGICAL SKILLS AND TECHNOLOGY INTEGRATION IN SCIENCE AMONG SENIOR HIGH SCHOOL STUDENTS

Abstract

The integration of technology in science education provides learners with opportunities to access information, collaborate, solve problems, and engage in meaningful learning experiences. However, effective technology integration depends not only on the availability of digital resources but also on learners’ technological skills and their ability to use technology appropriately and purposefully. This study determined the level of technological skills and the extent of technology integration in science learning among Grade 11 and Grade 12 learners enrolled in the Late Afternoon Senior High School (LASH) Program of Carlos P. Garcia Senior High School. It also examined differences in technological skills and technology integration when learners were grouped according to selected demographic characteristics and determined the relationship between the two variables. Using a quantitative descriptive-correlational research design, the study involved 150 learners from the LASH Program. Data were gathered through an adapted survey questionnaire measuring technological skills and technology integration in science learning and were analyzed using appropriate descriptive and inferential statistical tools. The findings showed that learners demonstrated a high level of technological skills, while technology integration in science learning was evident to a considerable extent. No significant differences were found in technological skills and technology integration when learners were grouped according to their demographic characteristics. However, a significant positive relationship existed between technological skills and technology integration, indicating that learners with stronger technological skills tended to integrate technology more effectively in their science learning. Based on these findings, a Technology Integration Plan for Science Learning was proposed to further develop learners’ technological competencies and promote purposeful technology use in science education.