ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This study investigated the extent of technology integration in Science instruction and its effects on learners’ motivation and academic performance. In response to concerns regarding inequities within the classroom in digital implementation, the study sought to determine how technology-supported teaching influences students’ intrinsic and extrinsic motivation, task value, self-efficacy, and achievement. It used a descriptive-comparative-correlational design, and the data were culled from junior and senior high school students selected via stratified random sampling. A researcher-developed instrument measured students’ profiles, perceived extent of technology integration, and motivational outcomes, while academic performance was represented by Science records culled from official first-quarter records. The instrument was subjected to expert validation and pre-testing, showing an excellent reliability. Because of violated assumptions of normality, non-parametric tests are appropriate. Results revealed that technology integration has been implemented to a high extent, and learners have indicated very high motivational gains in most dimensions. Similarly, this study indicated highly significant differences across profile groups; strong positive relationships existed among the extent of technology integration, motivational outcome variables, and academic performance. These suggest that more meaningful technology use enhances engagement and supports improved Science outcomes. This calls for strengthened teachers’ competencies in digital pedagogy as schools continue to refine technology-supported instructional practices. Keywords: Technology Integration, Science Education, Learner Motivation, Academic Performance, Digital Instruction