Author

Anne R. Carillo*
Cebu Technological University – Main Campus, Cebu City, Philippines

Abstract

This study determined the extent of assistive technology utilization and its relationship with the learning outcomes of Learners with Special Educational Needs (LSENs) at Zapatera SPED Center during School Year 2025–2026. A descriptive-correlational research design was employed. Using complete enumeration, all 30 SPED teachers comprised the respondents. A researcher-adapted questionnaire assessed assistive technology utilization in terms of availability and accessibility, appropriateness, frequency and consistency, teacher competence, and monitoring and support; it also assessed teacher-reported academic performance and task completion, classroom engagement, communication and functional independence, and attainment of learning goals. Frequency, percentage, weighted mean, standard deviation, and Pearson product–moment correlation were used. Results indicated generally high assistive technology utilization, with teacher competence a strong area and availability, accessibility, and appropriateness requiring further attention. Teacher-reported learning outcomes were generally very satisfactory, particularly classroom engagement and participation. The relationship between assistive technology utilization and learning outcomes was negligible, positive, and not statistically significant (r = 0.139, p = 0.464); the null hypothesis was not rejected. These results do not establish a causal effect of technology use. A school-based assistive technology enhancement action plan was proposed to improve access, individualized matching, instructional support, and progress monitoring.

Keywords:  Special education; assistive technology utilization; learning outcomes; descriptive-correlational research; Zapatera SPED Center.

*Corresponding author / Email: annecarillo08@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05041669

Recommended citation:
Carillo, A. R. (2026). Gauging the influence of assistive technology utilization on the learners with special needs’ learning outcomes. Pantao (International Journal of the Humanities and Social Sciences) 5 (4), 1494-1508. http://doi.org/10.69651/PIJHSS05041669

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