ICT-based Instruction and Learners’ Engagement Among Senior School Learners in a Vocational School

AUTHOR(S)

HARLEQUIN A. DOCTOLERO

ABSTRACT

——This study investigated the effect of ICT-based instruction on learners’ engagement among senior high school students in a vocational school. Specifically, it examined the level of ICT integration in terms of digital tool use, interactivity, and accessibility, as well as students’ behavioral, emotional, and cognitive engagement, and the relationship between these variables. A descriptive–correlational research design was employed, involving 100 randomly selected senior high school learners during the School Year 2025–2026. Data were collected using a validated researcher-made questionnaire and analyzed using mean and Pearson Product-Moment Correlation. Results revealed that ICT-based instruction was very high (M = 3.23), particularly in accessibility and use of digital tools, while learners’ engagement was high (M = 3.19), with cognitive engagement showing the highest level. Furthermore, a moderate positive and statistically significant relationship (r = 0.580, p < 0.05) was found between ICT-based instruction and learners’ engagement. These findings indicate that increased integration of ICT enhances students’ active participation, motivation, and cognitive involvement in learning. The study concludes that ICT-based instruction is an important factor in promoting meaningful engagement and recommends strengthening interactive ICT strategies and teacher training to maximize its benefits in the teaching-learning process. Keywords: ICT-based instruction, learner engagement, senior high school students, vocational education, technology integration