Authors

Ruby S. Ardines*
Cebu Technological University – Main Campus, Cebu City, Cebu, Philippines

Marilyn M. Miranda
Cebu Technological University – Main Campus, Cebu City, Cebu, Philippines

Abstract

This research evaluated the integration level of technology utilization in    MAPEH instruction curriculum at Cebu City Division, DepEd Region VII, Central Visayas during the School Year 2024-2025, as basis for the Technology Integrated Instruction Program.   It used descriptive correlational   method of research that   the data gathered were used to determine the relationship of status of literacy and     numeracy program and the academicperformance. There were twenty (20 teachers and eighty (80) student who were chosen based on the simple sampling random method. Understanding the demographic profile of both teacher and learner respondents is essential in interpreting how technology integration in MAPEH instruction is shaped and experienced within the educational environment. The characteristics of teachers, including age, gender, educational attainment, field of specialization, length of service, relevant trainings, and performance rating. Similarly, the demographic attributes of students, such as age, gender, household income, and parental education, provide insight into the level of access, support, and motivation learners may possess when engaging in technology-integrated lessons. A comprehensive view of these variables establishes an important context that helps explain varying levels of familiarity, confidence, and participation in digital learning activities, especially within a MAPEH setting that demands creativity, movement-based tasks, and multimedia-supported instruction. By examining the relationship between technology utilization across entry, adoption, adaptation, infusion, and transformation stages and student engagement markers such as academic success, knowledge retention, and critical thinking development, this analysis determines if increased digital integration directly correlates with better learner outcomes. Identifying these interaction patterns helps educators and policymakers refine instructional practices to maximize technology’s impact while addressing areas where digital interventions do not automatically result in improved engagement. Digital platforms and tools enrich teaching strategies and provide interactive learning experiences, student engagement and learning achievement are influenced by a broader range of factors such as teacher facilitation skills, student intrinsic motivation, digital literacy competencies, learning environment, access to stable internet and devices, and pedagogical alignment of technology with learning goals. Similarly, even sophisticated transformative technologies may not yield deeper cognitive gains if learners lack foundational discipline, self-regulation, or structured teacher guidance. Thus, the results emphasize the importance of focusing not only on what technologies are used, but how, with what instructional purpose, and under what learning conditions they are deployed.

Keywords:  Development education, Factors Exploring the Integration of Technology in MAPEH Education: Effects on Student Engagement and Learning Outcomes, Descriptive-quantitative research method, Cebu, Philippines.

*Corresponding author / Email: ruby.ardines@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05031457

Recommended citation:
Ardines, R. S., & Miranda, M. M. (2026). Technology integrated MAPEH instruction: Structuring creativity, movement-based task and multimedia supported program. Pantao (International Journal of the Humanities and Social Sciences) 5 (3), 3218-3238. http://doi.org/10.69651/PIJHSS05031457

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