Author
Karen E. Almasol*
Capiz State University – Main Campus, Roxas City, Capiz, Philippines
Abstract
Face-to-face interactions, textbooks, and lectures are frequently prioritized in traditional teaching, rooted in centuries-old practices. On the other hand, technology-integrated methods improve learning experiences by utilizing digital tools, interactive platforms, and multimedia materials. This study determined the level and relationship between traditional and technology-driven approaches of eighty (80) teachers of Lawa-an Integrated School as basis for content pedagogy. This study utilized the descriptive-correlational study approach and employed quantitative methods to describe what is, including describing, documenting, analyzing, and interpreting existing situations. The research instrument used in this study was an adapted questionnaire from the internet by Quora.com. The questionnaire was retrieved, and the results were collated, scored, and entered into the master data and computer-processed using a licensed IBM SPSS Statistics 28 program. The statistical tools used were frequency, percentage, mean, and Pearson Correlation signed rank tests. Results revealed that on the level of teaching approaches in terms of quality, efficiency, and timeliness improve teaching strategies by fostering better collaboration, enhancing feedback and increasing efficiency in the educational process. A statistically significantly strong positive correlation between traditional and technology-driven teaching approaches in terms of quality, efficiency, and timeliness, implying that technology-driven enhances the effectiveness of traditional teaching methods, leading to improved learning outcomes, increased engagement, and optimized resource allocation within educational settings.
Keywords: Integration, traditional, engagement
*Corresponding author / Email Adress: karen.almasol@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05021101
Recommended citation:
Almasol, K. E. (2026). Traditional and technology-integrated teaching approaches of teachers in Lawa-an Integrated School: Basis for content pedagogy. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 3401-3410. http://doi.org/10.69651/PIJHSS05021101
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