The Repercussion of Technology-Driven Classroom Organization for Student Engagement
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| Natura: | Recurso digital |
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Zenodo
2026
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| _version_ | 1866901860078583808 |
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| author | Ma. Jovy C., Arcelo |
| author_facet | Ma. Jovy C., Arcelo |
| contents | <p>Classroom organization plays a vital role in improving student engagement and academic performance. It involves strategies and techniques teachers use to create a learning-conducive environment by maintaining order, minimizing disruptions, and fostering student engagement. This study determined the implications of technology-driven classroom organization practices of public elementary teachers on the engagement of the Grades 4-6 pupils at Binaliw Integrated School for school year 2025-2026 which served as the basis for developing a classroom organization approach that incorporates technology to improve student engagement. The study used a quasi-experimental research design to compare naturally occurring groups without random assignment, allowing for the analysis of differences in student engagement levels and the degree of technology-driven by teachers with two non-randomized groups. The data were collected through a survey questionnaire. The results of the study revealed that both utilization of technology and traditional classroom organization strategies got high levels of student engagement yet there was a slight difference of the weighted mean, technology-driven approach got higher mean which was 4.25 than the traditional which was 4.23. However, as to testing the null hypothesis, an independent samples t-test revealed no significant difference between the two groups. Both demonstrated a very high level of implementation in their respective classroom organization approaches, and were effective in engaging the learners in daily lessons. Meanwhile, teachers perceived themselves to have a high level of technology integration. It further revealed that teachers showed a strong and consistent use of technology in establishing classroom routines and setting expectations. Thus, the researcher developed the SMARTT Classroom Management Approach, which is intended to help teachers to be more effective in enhancing students’ engagement and also serves as a guide and basis for the teachers in balancing both conventional and modern strategies to enhance classroom engagement and effectiveness.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_19977784 |
| institution | Zenodo |
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| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | The Repercussion of Technology-Driven Classroom Organization for Student Engagement Ma. Jovy C., Arcelo <p>Classroom organization plays a vital role in improving student engagement and academic performance. It involves strategies and techniques teachers use to create a learning-conducive environment by maintaining order, minimizing disruptions, and fostering student engagement. This study determined the implications of technology-driven classroom organization practices of public elementary teachers on the engagement of the Grades 4-6 pupils at Binaliw Integrated School for school year 2025-2026 which served as the basis for developing a classroom organization approach that incorporates technology to improve student engagement. The study used a quasi-experimental research design to compare naturally occurring groups without random assignment, allowing for the analysis of differences in student engagement levels and the degree of technology-driven by teachers with two non-randomized groups. The data were collected through a survey questionnaire. The results of the study revealed that both utilization of technology and traditional classroom organization strategies got high levels of student engagement yet there was a slight difference of the weighted mean, technology-driven approach got higher mean which was 4.25 than the traditional which was 4.23. However, as to testing the null hypothesis, an independent samples t-test revealed no significant difference between the two groups. Both demonstrated a very high level of implementation in their respective classroom organization approaches, and were effective in engaging the learners in daily lessons. Meanwhile, teachers perceived themselves to have a high level of technology integration. It further revealed that teachers showed a strong and consistent use of technology in establishing classroom routines and setting expectations. Thus, the researcher developed the SMARTT Classroom Management Approach, which is intended to help teachers to be more effective in enhancing students’ engagement and also serves as a guide and basis for the teachers in balancing both conventional and modern strategies to enhance classroom engagement and effectiveness.</p> |
| title | The Repercussion of Technology-Driven Classroom Organization for Student Engagement |
| url | https://doi.org/10.5281/zenodo.19977784 |