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Abstract
This study aimed to determine the relationship between the perceived level of technology learning tools and learning outcomes among junior and senior high school learners at Mt. Nebo Integrated School, Valencia City, Bukidnon for the School Year 2024–2025. Guided by the theory of Connectivism, the research explored the learners' perceptions of technological tools in terms of accessibility, engagement, and usefulness, and how these perceptions correlated with their academic performance. A quantitative, descriptive-correlational research design was employed, utilizing a total of 166 students from Grades 7 to 12. Data were gathered using a validated researcher-made questionnaire and learners' academic records. The instrument measured learners' perceptions using a 5-point Likert scale and assessed their academic outcomes based on grade-based descriptors. Descriptive statistics, including frequency, percentage, mean, and standard deviation, were used to analyze the data, while Pearson's r was applied to determine correlations between the variables. Findings revealed that learners had a very high perception of engagement and usefulness, as well as a high perception of accessibility in using technology learning tools. Their academic performance, however, was classified as "moderately high." Among the variables tested, only accessibility showed a significant positive correlation with learning outcomes, while engagement and usefulness did not display statistically significant relationships. The study concludes that while learners perceive technology tools as beneficial and engaging, their impact on academic outcomes is most influenced by the accessibility of these tools. This suggests that educational institutions should prioritize equitable access to digital learning resources to enhance student achievement. It also recommends targeted strategies for improving teacher training and infrastructure to optimize the use of educational technology.
