EFFECTIVENESS OF TECHNOLOGY-ENHANCED LEARNING IN ENGLISH AMONG GRADE 7 STUDENTS OF BURDEOS NATIONAL HIGH SCHOOL

This study aimed to measure the level of effectiveness of technologyenhanced learning relative to the students’ academic performance. It also sought to assess the impact of emotional, cognitive, and behavioral engagement with TEL on students’ grades and how their motivation level predicts level of engagement and understanding of the lesson. In a sample of 288 grade 7 students, their responses on adequacy of technology, infrastructure, level of effectiveness as to students’ understanding, engagement and usage of technology, student learning motivations as well as the potential risks of technology use, and self-report student’s grades were analyzed. Results indicate that technology-enhanced learning in English in terms of understanding the lessons in English was very effective specifically in teaching grammar and vocabulary and for group and collaborative learning. In terms of academic performance, it was also very effective in motivating them to cooperate and participate and in transforming the lessons to become more interesting and more inviting to discuss. Likewise, there was no significant difference in the students’ responses on the level of effectiveness of technology-enhanced learning in terms of understanding the lesson in English and academic performance through involvement and participation as well as their responses on the risks/issues relative to the use of technology in learning lessons in English when they are grouped as to sex, age, and average in English. The conclusions drawn support the recommendation for the English teachers and other subject teachers to consider this study as guideline and the major final output as a learning tool to uplift the quality of teaching and learning.