World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue VI (June 2026), pp.279-283
Acebes, Gerose Mae S.
Bano, Princess L.
Nautan, Kimverly L.
Surigao Del Norte State University, Claver Campus
Abstract
This study examined the perceptions of Grade 12 students at Claver National High School toward ICT-aided instruction and their level of participation in classroom activities. It focused on students’ views in terms of active/immersive learning, accessibility, and usefulness, as well as their participation in terms of behavioral and cognitive engagement. Using a descriptive-correlational design, data were gathered through a structured questionnaire and analyzed to determine overall perceptions and participation. Findings revealed that students held very positive perceptions of ICT-aided instruction, particularly in its usefulness and ability to enhance attentiveness, collaboration, and comprehension. Likewise, students demonstrated a very high level of participation, showing strong engagement both behaviorally and cognitively. The results further indicated a significant positive relationship between students’ perceptions of ICT-aided instruction and their participation in classroom activities. This suggests that favorable perceptions of ICT integration are associated with increased engagement, highlighting the importance of technology in supporting effective teaching and learning.
Keywords: ICT-aided instruction, student participation, active/immersive learning, accessibility, usefulness, behavioral engagement, cognitive engagement, descriptive-correlational design, Grade 12 students
https://doi.org/10.65494/pinagpalapublishing.366
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