Abstract
In the dynamic realm of education, technology has emerged as a catalyst for transformative learning experiences, ushering in a new era of technology-based learning. This study, employing a descriptive-correlational research design, delves into integrating technology in education and its impact on learners' science performance. It also scrutinizes the interplay of socio-demographic factors. A sample of 110 learners from selected schools in Balo-I East District participated in the study during the 2023-2024 academic year. Findings reveal a diverse socio-demographic profile, emphasizing the dominant age group of 13-14 years and a balanced representation of genders. Moreover, the socio-economic landscape indicates a middle-income concentration, with smartphones prevalent among families, suggesting potential accessibility to technology. Survey results demonstrate a positive perception of Information and Communication Technology (ICT) in learning, especially in science classes, coupled with a high level of science performance among respondents. However, the study unveils a non-significant relationship between science performance and the perception of ICT use, highlighting the complexity of academic outcomes. Based on these findings, recommendations are proposed, including professional development for teachers to enhance technological proficiency, fostering student engagement through interactive digital platforms, promoting awareness of technology-based learning among learners and parents, and suggesting avenues for future research to further explore the relationship between technology awareness and science performance. This study provides valuable insights into the evolving educational landscape and informs strategies to optimize technology integration for enhanced learning outcomes.
