Author
Myra Lita E. Lariza*
Filamer Christian University, Inc., Roxas City, Capiz, Philippines
Abstract
This study aimed to determine the levels of learning mindset, technology utilization practices, and self-efficacy among high school learners in the Province of Capiz during the School Year 2025–2026 as a basis for developing a Learning Empowerment Program. A mixed-methods research design was employed, integrating a quantitative survey-correlational approach with qualitative focus group discussions for data triangulation. The study involved 390 high school learners selected from a population of 74,591 students in the Capiz and Roxas City Divisions through stratified proportional random sampling. Data were gathered using researcher-developed Learning Mindset, Technology Utilization Practices, and Self-Efficacy Questionnaires, which underwent expert validation and reliability testing. The instruments obtained Cronbach’s alpha coefficients of 0.960, 0.952, and 0.948, respectively. Descriptive statistics, including frequency count, percentage, mean, and standard deviation, were employed, while one-way analysis of variance (ANOVA) and Pearson correlation coefficient (Pearson r) were used for inferential analysis at a 0.05 level of significance. The findings revealed very high levels of learning mindset (M = 4.51, SD = 0.21), technology utilization practices (M = 4.39, SD = 0.17), and self-efficacy (M = 4.38, SD = 0.31). No significant differences in self-efficacy were observed across levels of learning mindset (F = 1.012, p = 0.315) and technology utilization practices (F = 3.746, p = 0.054). Furthermore, no significant relationship was found between learning mindset and technology utilization practices (r = 0.040, p = 0.430). However, significant but weak positive relationships were established between learning mindset and self-efficacy (r = 0.163, p = 0.001) and between technology utilization practices and self-efficacy (r = 0.128, p = 0.011). The qualitative findings provided additional perspectives on students’ learning attitudes, digital engagement, and confidence in accomplishing academic tasks. These findings indicate that although high school learners demonstrate strong learning mindsets, extensive technology utilization, and high self-efficacy, the relationships among these variables differ in strength and statistical significance. Consequently, Project LEARN+ (Leveraging Empowerment for Adaptive, Resilient, and Networked Learners) was developed as a proposed Learning Empowerment Program to sustain positive learning mindsets, promote responsible and purposeful technology utilization, and strengthen students’ self-efficacy through structured, collaborative, and technology-integrated learning activities.
Keywords: Learning mindset, technology utilization practices, self-efficacy.
*Corresponding author / Email: myralita.lariza@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05041657
Recommended citation:
Lariza, M. L. E. (2026). Learning mindset, technology utilization practices and self-efficacy of high school learners: Basis for learning empowerment program. Pantao (International Journal of the Humanities and Social Sciences) 5 (4), 1268-1288. http://doi.org/10.69651/PIJHSS05041657
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